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Masters Degrees (Assessment And Evaluation)

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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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The MSc in Educational Assessment is an International Postgraduate Programme that 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 is an International Postgraduate Programme that 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). Students 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.
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).

Although a minimum requirement is made for language skills before starting, the University also offer further English language training for students wanting this (see the English Language Centre for further details).

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The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. Read more

About the course

The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. The programme features key qualifications specific to the field of assessment by focusing on quantitative research methods to assess the learning potential, skills and personality profiles of individuals.

Aims

As a student, you will acquire:

• theoretical and methodological knowledge necessary to devise scholarly assessment studies;
• skills to develop, select and apply assessment tools;
• develop transferable skills (data analysis; report-writing; oral presentation, etc.)
• statistical and methodological knowledge and expertise required to process and interpret data;
• high-level skills in implementing and applying mechanisms, whether in cognitive assessment, academic learning, professional skills or personality evaluation.

Course modules

• Psychological concepts and their relations to evaluation and assessment
• Measurement models
• Measurement tools
• Statistical tools
• Applied testing
• 10-week internship

Career

Students are prepared for a career in human resources departments, assessment centres and initial and continuing training centres.

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The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues. Read more
The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues.

All applicants to this programme should apply for the Postgraduate Certificate in Health Economics for Health Care Professionals in the first instance. Both the Postgraduate Certificate and the Postgraduate Diploma in Health Economics for Health Care Professionals should be completed before progressing to the MSc in Economic Evaluation for Health Technology Assessment.

What is Covered?

The modules are organised in a similar manner to the Postgraduate Certificate and Diploma programmes in Health Economics for Health Care Professionals. Each module lasts for approximately 12 weeks and comprises six or seven individual study 'units'. Modules are weighted at 20 'credits', where one credit equates to approximately 10 hours of study time.

In addition to the three compulsory modules for the Postgraduate Certificate and the three for the Postgraduate Diploma, students taking the MSc in Economic Evaluation for Health Technology Assessment take three further modules.

Programme Details

Mounting pressure on health care budgets worldwide has focused attention on how best to organise health care systems and the spending within them. The University of York distance learning programmes in health economics allow students to gain an accredited qualification while continuing in their careers, and offer the flexibility to spread study over a period of years to match professional and personal circumstances.

We offer three programmes of study, with the aim of providing students with the skills and confidence to apply the principles of health economics within the workplace. All applicants must complete the Postgraduate Certificate in the first instance, and progression to the Postgraduate Diploma and MSc is dependent on performance.

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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). Students 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.

Lectures take place 5pm-8pm on one evening per week (part-time) and two evenings per week (full-time), making the programme suitable for those who are in full-time employment.

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
-Classroom Assessment
-Judgement-based Assessment
-Research Methods in Education
-Dissertation

Learning and Teaching

Four 30 UCU taught modules are each designed to take 300 hours of student work, comprising:
-Readings and preparation for teaching
-Teaching time
-Follow-up readings and tasks outside the taught element
-Independent study
-Assignment work

There are 30 hours of contact teaching time per module (3 hours a week for ten weeks) with the remainder distributed through the other elements of the module. In addition the supervised dissertation module offers one to one contact time - students are assigned individual supervisors from within the School of Education/CEM staff who assist with devising a suitable topic for study. The aim of the academic tutorial system is to provide academic advice and support to students during the teaching and assessment of a module.

Academic support for the student is available via all of the following forms of contact:
-Formal tutorials within teaching time
-Email and telephone: Students are encouraged to contact tutors with specific queries
-Group emails: The discussion board on DUO, the virtual learning environment, allows students to keep in touch with peers and staff to raise issues and get generic feedback
-Personal contact: Staff are available for individual consultation during office time

All students are also strongly encouraged to attend research seminars at the School of Education throughout the academic year, when they will meet other students working on research degrees by thesis at Ph.D, Ed.D. or Masters level.

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Enhance your understanding of higher education teaching and assessment to help you convey your enthusiasm for your subject and inspire others. Read more
Enhance your understanding of higher education teaching and assessment to help you convey your enthusiasm for your subject and inspire others.

This course is aimed at helping you to enhance the quality of learning, teaching, assessment and evaluation in higher education. The programme of study is ideal for newly-appointed lecturers and researchers with teaching responsibilities. The aims of the course are to ensure that you are promoting a learning environment, applying and adapting theoretical conceptual frameworks in response to the changing context within the higher education sector and that you are able to encourage autonomous learning within the boundaries of professional practice.

Whilst undertaking the course you will engage in reflective practice by critically reviewing your own conceptions of learning, teaching, assessment and evaluative procedures and processes within HE. You will undertake critical scrutiny and broaden your understanding of the institutional, national and international contextual developments impacting upon higher education.

Key Course Features

-A course for newly-appointed lecturers and researchers with teaching responsibilities.
-You will undertake focused professional development in a multi-disciplinary context enabling you to better promote learning in an HE context.
-You will have an identified mentor in your subject discipline.
-The course will enable you to become a Fellow of the Higher Education Academy.

What Will You Study?

Whilst undertaking the course you will engage in reflective practice by critically reviewing your own conceptions of learning, teaching, assessment and evaluative procedures and processes within HE. You will undertake critical scrutiny and broaden your understanding of the institutional, national and international contextual developments impacting upon higher education.

MODULES
-Academic Practice in Higher Education (20 credits at level 7)
-Supporting Student Learning in Higher Education (20 credits at level 7)
-Assessment and Evaluation in Higher Education (20 credits at level 7)

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

Assessment is 100% coursework. Students on the course will normally be employed within the HE sector.

Career Prospects

Completion of the Supporting Student Learning in Higher Education will enable participants to gain professional recognition as Associate Fellow of the Higher Education Academy (AFHEA) at Descriptor 1 of the UKPSF, which is the sector standard required of staff new to teaching in or support academic provision in higher education.

Completion of the full award (PgCPD) will enable participants to gain professional recognition as Fellow of the Higher Education Academy (FHEA) at Descriptor 2 of the UKPSF, which is the sector standard required of teachers in higher education.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

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The course has been designed to meet the needs of healthcare practitioners in both primary and secondary care who have responsibility for the education, training and management of the learning and teaching of others. Read more
The course has been designed to meet the needs of healthcare practitioners in both primary and secondary care who have responsibility for the education, training and management of the learning and teaching of others.
- It provides the opportunity to study contemporary developments and to develop the skills necessary to become an effective healthcare educator
- It uses blended learning from the disciplines of educational theory and practice, plus the theory and methods of assessment
- It supports your personal development as an educator, enabling you to improve your teaching skills and gain expertise in managing and providing education in a work-based environment
- It benefits from part-time delivery to enable practitioners to continue their professional development alongside work commitments

You can expect to study four modules:
•Assessment and Evaluation (15 credits) focuses on a review of modern methods of educational assessment and evaluation covering both the theoretical background to assessment instruments and their application to practice. It is launched on a one day workshop and is supported by online study and tutorials
•Research Designs (15 credits) is organised to give a thorough grounding in both the technical and socio-political processes of research. You will attend three hours a week for 11 weeks
•Effective Education (30 credits) incorporates learning and theories and their application to educational methods in the delivery of healthcare education. It is launched with a two day workshop and then is supported by online study and tutorials
•Research Dissertation (60 credits) is a 20,000 word piece that can be based on either empirical data or presented as a library-based study. It is a taught multi-disciplinary module which requires attendance three hours a week for an 11 week period

The course uses a combination of online seminars, workshops, self-directed study, distance learning and tutorials.
A qualification in medical education will be an essential aspect of your CV as part of a portfolio career.
It enables you to become an effective healthcare educator.

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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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Our aim in the School of Healthcare Sciences is to provide health, social care and other related professionals with the opportunity to undertake a challenging and rewarding Masters in Advanced Practice. Read more
Our aim in the School of Healthcare Sciences is to provide health, social care and other related professionals with the opportunity to undertake a challenging and rewarding Masters in Advanced Practice. A programme that focuses on your personal development as a professional leading, managing and developing advanced practice roles and models of care delivery.

The MSc in Advanced Practice is designed for health, social care and related professionals in primary, secondary and tertiary settings who wish to advance their knowledge base, clinical, leadership and management skills. Students, irrespective of clinical specialty, will become actively involved in the advancement of practice.

The MSc Advanced Practice Education for Health Professionals programme offers two routes (Nursing and Midwifery Council (NMC) and non NMC) which focuses on evidence based approaches to facilitating learning, teaching, inter professional learning and quality assurance in higher education and clinical practice.

You will be required to plan teaching sessions and strategies, implement educational assessment and evaluation strategies and lead practice and curriculum development activities.

The full MSc is an 18 month full-time programme made up of four 30 credit taught modules and a dissertation (60 credits). The core modules for this programme are the Research, Facilitating Teaching and Learning and Assessment and Evaluation plus one option module of your choice from a defined menu.

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The graduate programs in Measurement, Evaluation, and Research Methodology emphasize diverse perspectives in these core areas. - Measurement—educational assessment, psychological measurement, construction & use of standardized tests, item response theory, cross-cultural assessment. Read more
The graduate programs in Measurement, Evaluation, and Research Methodology emphasize diverse perspectives in these core areas:
- Measurement—educational assessment, psychological measurement, construction & use of standardized tests, item response theory, cross-cultural assessment
- Evaluation—program evaluation, curriculum evaluation across the educational spectrum
- Research Methodology—quasi-experimental, hierarchical or multi-level models, analysis of growth & change, dialectics, qualitative approaches

We prepare graduate students as methodological and measurement specialists. The programs emphasize advanced research as applied to educational, psychological, health, and social contexts.

Measurement, evaluation and research methodology is an evolving field that is trans-disciplinary by nature and is at the core of many of the research activities in the Department of Educational and Counselling Psychology, and Special Education, the Faculty of Education, and in many of the human and health sciences in the University. MERM classes are in high demand by students from across the Faculty of Education, including Human Kinetics, as well as Commerce, Dentistry, Forestry, Health Studies, Nursing, Psychology, and Social Work.

Quick Facts

- Degree: Master of Arts
- Specialization: Measurement, Evaluation and Research Methodology
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Education

Program Overview

The graduate program in Measurement, Evaluation, and Research Methodology (MERM) offers Ph.D., M.A., and M.Ed. degrees. The MERM area focuses on the preparation of graduate students to be methodological and measurement specialists. We strive to promote in our research, student supervision, and teaching the highest standards of measurement and research methodology in our discipline. Upon degree completion, our master's and Ph.D. students are employed as university faculty, data analysts, research scientists, test developers, directors of research in school districts or government, research consultants, assessment and testing specialists in business, industry, and education, certification and credentialing professionals, and psychometricians at research and testing organizations.

MERM students generally fit into one of three categories:
1. Students who have an applied interest in educational and psychological measurement, program evaluation, or data analysis. Although they may have some preparation in measurement and data analysis in their undergraduate studies, this is not always the case. These students are more oriented toward the use of measurement, program evaluation, or data analysis techniques in fields such as education, psychology, or health.

2. Students who have strong theoretical interests in technical problems related to areas such as test theory, item response theory, assessment, statistics, factor analysis, and multi-level modeling. Although some of these students come to the Program with some statistical and/or mathematical background, often obtained while studying in another social science discipline such as psychology or sociology, other students arrive with degrees in statistics or mathematics as well.
3. Students who find it compatible with their career goals to give equal attention to both applied and theoretical aspects of this program.

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The graduate programs in Measurement, Evaluation, and Research Methodology emphasize diverse perspectives in these core areas. - Measurement—educational assessment, psychological measurement, construction & use of standardized tests, item response theory, cross-cultural assessment. Read more
The graduate programs in Measurement, Evaluation, and Research Methodology emphasize diverse perspectives in these core areas:
- Measurement—educational assessment, psychological measurement, construction & use of standardized tests, item response theory, cross-cultural assessment
- Evaluation—program evaluation, curriculum evaluation across the educational spectrum
- Research Methodology—quasi-experimental, hierarchical or multi-level models, analysis of growth & change, dialectics, qualitative approaches

We prepare graduate students as methodological and measurement specialists. The programs emphasize advanced research as applied to educational, psychological, health, and social contexts.

Measurement, evaluation and research methodology is an evolving field that is trans-disciplinary by nature and is at the core of many of the research activities in the Department of Educational and Counselling Psychology, and Special Education, the Faculty of Education, and in many of the human and health sciences in the University. MERM classes are in high demand by students from across the Faculty of Education, including Human Kinetics, as well as Commerce, Dentistry, Forestry, Health Studies, Nursing, Psychology, and Social Work.

Quick Facts

- Degree: Master of Education
- Specialization: Measurement, Evaluation and Research Methodology
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

Program Overview

The graduate program in Measurement, Evaluation, and Research Methodology (MERM) offers Ph.D., M.A., and M.Ed. degrees. The MERM area focuses on the preparation of graduate students to be methodological and measurement specialists. We strive to promote in our research, student supervision, and teaching the highest standards of measurement and research methodology in our discipline. Upon degree completion, our master's and Ph.D. students are employed as university faculty, data analysts, research scientists, test developers, directors of research in school districts or government, research consultants, assessment and testing specialists in business, industry, and education, certification and credentialing professionals, and psychometricians at research and testing organizations.

MERM students generally fit into one of three categories:
1. Students who have an applied interest in educational and psychological measurement, program evaluation, or data analysis. Although they may have some preparation in measurement and data analysis in their undergraduate studies, this is not always the case. These students are more oriented toward the use of measurement, program evaluation, or data analysis techniques in fields such as education, psychology, or health.
2. Students who have strong theoretical interests in technical problems related to areas such as test theory, item response theory, assessment, statistics, factor analysis, and multi-level modeling. Although some of these students come to the Program with some statistical and/or mathematical background, often obtained while studying in another social science discipline such as psychology or sociology, other students arrive with degrees in statistics or mathematics as well.
3. Students who find it compatible with their career goals to give equal attention to both applied and theoretical aspects of this program.

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The Evaluation, Inspection and Educational Improvement MA will deepen a student's knowledge and understanding of evaluation, inspection and education improvement models and frameworks. Read more
The Evaluation, Inspection and Educational Improvement MA will deepen a student's knowledge and understanding of evaluation, inspection and education improvement models and frameworks. It will enable them to critically evaluate emerging ideas and help them to consider the importance of values, equality, human rights and international perspectives when furthering their understanding of inspection and evaluation systems and practices.

Degree information

This programme provides students with the opportunity to work collaboratively online with participants from other inspection and evaluation systems across the world, whilst honing practice through sharply focused research. Students will be able to conduct an independent study, developing a case study of their workplace practice.

Students undertake modules to the value of 180 credits.

The programme includes two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits); or five modules (150 credits) and a report (30 credits). A Postgraduate Certificate, two core modules (60 credits) is also offered.

Core modules
-Principles, Frameworks and Context of Educational Evaluation and Inspection
-Evaluation and Inspection for Educational Improvement

Optional modules - optional modules can be chosen from the Master's-level module offering at the UCL Institute of Education.

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

Teaching and learning
Teaching is delivered by distance for which online materials (literature and examples) are provided. Each session includes specific tasks which require students to reflect on the literature and have online discussions with peers. There are also opportunities for Skype (group) discussions/tutorials or Q&A. The assessment of each module includes written and online assignments linked to participants' own inspection practice, and a dissertation or report.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as inspectors, while others have jobs as regulators. Graduates can also be found working as senior staff in inspection services, or working in/with schools on peer review and self-evaluations.

Employability
The programme provides an opportunity to develop critical and analytical skills in relation to: evaluation and judgement; organisational improvement; the use of data and evidence; the use of evaluation, inspection and audit.

Why study this degree at UCL?

The quality, depth and breadth of research and development work carried out at the Department of Learning and Leadership has an outstanding reputation. The department is at the forefront of developing research and new knowledge for and about school inspections, school evaluation and school improvement, in London, nationally and internationally.

The programme enables students to become thought leaders in evaluation, inspection and educational improvement driving careers as effective professionals, in this very competitive field.

The programme offers a number of guest lectures by high-profile professors, as well as practitioners (particularly senior HMIs).

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Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics. Read more
Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics.

Develop your knowledge of quality enhancement, student support and scholarship in higher education on this accredited course.

As a subject specialist you're already well established in your discipline. But teaching at a university or other institution at higher education level, requires a distinct collection of skills and knowledge and you’ll appreciate that opportunities for personal and professional development are fundamentally important for making the transition into teaching.

If you are already working in a higher education institution, this course offers you the chance to gain an accredited qualification at post graduate level and to be recognized as a Fellow of the Higher Education Academy. You'll need to engage in an entire year of part-time, work-based, collaborative online study.

See the website http://www.napier.ac.uk/en/Courses/Pg-Cert-Learning-Teaching-and-Assessment-Practice-in-HE-Postgraduate-Distance-Learning-part-time

What you'll learn

This course aims to develop your engagement with the scholarship of learning and teaching and with the principles of student-centred higher education curriculum design, delivery and assessment. You’ll explore how people learn and investigate how assessment and feedback practice shapes learning.

As you read around the module topics, you can expect to become increasingly fascinated by the challenges and complexities that underpin evidence based teaching and learning. You’ll be joining a community of reflective practitioners and together, you will engage in collaborative online learning activities which develop your confidence, skills and experience in teaching.

This course is recognized by Staff and Educational Development Association (SEDA) and accredited by the Higher Education Academy (HEA). Successful completion of the course enables you to be recognized as a Fellow of the Higher Education Academy. If you’re a registered nurse or midwife you’ll may also be eligible to register as a teacher on the NMC register.

Subjects include:
- Learning, teaching and evaluation of teaching
- Assessment, feedback and student support
- Research and scholarship and the supervision of students’ research

You'll enhance your learning, teaching, assessment and research skills as well as your capacity for academic and reflective writing.

The PG Cert Learning, Teaching and Assessment Practice qualification is an important part of becoming a fully qualified member of academic staff in the higher education sector.

Course aims

- To introduce students to a scholarly community of reflective pedagogic practitioners

- To embrace an enhancement-led, student-centred, evidence-based approach to learning, teaching and assessment practice

- To inspire career-long continuing professional development in high-quality, student-centred pedagogic practice

- To embed research, knowledge exchange, scholarship and evaluation within the context of academic practice in the digital university

- To facilitate the successful articulation of UKPSF (D2), the values expressed by SEDA and, where applicable, meet the standards set by the Nursing and Midwifery Council (NMC) in respect of the ‘Teacher’ part of the NMC register.

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

This qualification will consolidate your status within your own university or teaching institution.

You may undertake the course as part of a probationary programme for a new appointment or use it to increase your opportunities for transfer within the university system, upgrade your current standing, or pursue further educationally-focused studies.

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The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice. Read more
The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice.

The Master of Science Award at the University of Lincoln is underpinned by the four framework pillars of advanced clinical practice as outlined by Health Education East Midlands (HEEM); Clinical Skills, Management and Leadership, Education and Research.

It is fundamental to this programme that each bespoke student pathway will contain a minimum level of each pillar in order to be deemed competent, however the individual route-way the practitioner takes will be determined by their own clinical practice role.

Within the award the ‘Clinical Skills’ pillar will always be the most prominent and each combination of modules aims to continuously promote the core principles of Advanced Clinical Practice as defined by HEEM; Autonomous practice, critical thinking, high levels of decision making and problem solving, values based care and improving practice.

All modules below are available as a stand-alone, credit bearing, short course in order to support flexibility in professional development.

Stage 1 - Core
-Pathophysiology for Healthcare (30 credits)
-Assessment, Diagnosis and Clinical Judgement in Practice (30 credits)

Stage 2 - Optional
-People, Personality and Disorder in Mental Health Care (15 credits)
-Best Interests Assessor (15 credits)
-Professional Development Portfolio (15 credits)
-Therapeutic Interventions for Mental Health Recovery (15 credits)
-Supporting Learning and Assessment in Practice (15 credits)
-Assessment and Management of Minor Illness and Minor Injury (30 credits)
-Advanced Urgent Care (30 credits)
-Enhanced Practice in Acute Mental Health Care (30 credits)
-Older Adult Mental Health (30 credits)
-Proactive Management of Long Term Conditions (30 credits)
-Non-Medical Prescribing (60 credits)

Stage 3
-Service Evaluation for Clinical Practice (15 credits)
-Service Transformation Project (45 credits)
OR
-Non-Medical Prescribing (60 credits)

How You Study

Blended teaching and learning is used wherever possible in recognition that students on this programme are working professionals and students are expected to take responsibility for their own learning.

As a student on the MSc Advanced Clinical Practice you will be allocated a named Personal Tutor who will endeavour to support you throughout the programme.

Students are expected to nominate a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme. This is designed to provide you with a framework of stability and support in order to fully contextualise your learning and role within your professional service area.

This individual may, if appropriate, act as the Designated Medical Practitioner should you undertake the Non-Medical Prescribing certificate as part of your overall Award. The University will provide the opportunity for your nominated Clinical Supervisor and/or Designated Medical Practitioner to undertake training, guidance and ongoing support to help fulfil their role.

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least two - three hours in independent study. For more detailed information specific to this course please contact the programme leader.

Taught Days module 1: Pathophysiology for Healthcare (30 credits)

Every Thursday commencing 23/02/17 for 10 weeks

Further module timetables to be confirmed.

How You Are Assessed

In line with the learning and teaching strategy for the MSc Advanced Clinical Practice, the assessment and feedback strategy is also based upon the pedagogical philosophy of Student as Producer. The work assessed throughout this Award will be topical, current and will endeavour to be relevant to the student’s professional working practices. Assessments have been designed to be robust, innovative and fit for purpose; therefore allowing you the opportunity to demonstrate that you are consistently competent and capable of the role, both academically and in real-life, complex and dynamic service environments.

Assessments will be undertaken by a range of appropriately experienced and competent assessors, including academic staff, medical practitioners and experienced healthcare professionals, and it is through this collaborative and inter-professional assessment process that the University seeks to gain full assurance that the student is fit for practice as an Advanced Practitioner in their clinical service area.

Assessment methods are likely to include, but are not limited to, written assignments, exams, presentations and projects to test theoretical knowledge, Objective Structured Clinical Examinations (OSCEs), case based assessments, direct observation of clinical skills and the development of a clinical competence portfolio. Formative assessments will be conducted whenever possible, aiming to prepare you for the assessment process and to provide developmental feedback to support the learning process. Formative assessment activities are integrated into the programme and focus crucially on developing the autonomy and research capacities of students in line with the Student as Producer ethos. The formative assessment process will promote student engagement and collaboration, to enable peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Interviews & Applicant Days

Applicants will be screened in terms of professional suitability, professional references and eligibility for funding and sponsor approval (if required) prior to being made an offer on the programme.

If an applicant has applied for Non-Medical prescribing as part of the programme they will need to also undergo an interview process and meet the individual entry criteria for that programme.

Modules

-Advanced Urgent Care (Option)
-Assessment and management of minor illness and minor injury (Option)
-Assessment, Diagnosis and Clinical Judgement in Practice
-Best Interests Assessor (Option)
-Enhanced practice in acute mental health care (Option)
-Older Adult Mental Health (Option)
-Pathophysiology for Healthcare
-People, Personality and Disorder in Mental Health Care (M) (Option)
-Prescribing Effectively (Option)
-Prescribing in Context (Option)
-Proactive management of long term conditions (Option)
-Professional development portfolio (Option)
-Service Evaluation for Clinical Practice (Option)
-Service transformation project (Option)
-Supporting Learning and Assessment in Practice (Masters Level) (Option)
-The Consultation (Option)
-Therapeutic Interventions for Mental Health Recovery (Level M) (Option)

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Please note. this programme is only available to home/EU students. Breast cancer care, diagnosis and treatment exist in a changing professional environment that requires practitioners to continually update and review clinical practice. Read more
Please note: this programme is only available to home/EU students.

Choose Kingston's Breast Evaluation PgCert/PgDip/MSc

Breast cancer care, diagnosis and treatment exist in a changing professional environment that requires practitioners to continually update and review clinical practice. If you are a registered healthcare practitioner working in the field of breast evaluation, this course is relevant to you.

This interprofessional programme enables participants to gain competence in the multi-skilled practice of breast evaluation. Shared learning for different healthcare disciplines is facilitated through a range of modules provided by collaborative partners at the Jarvis National Breast Screening Training Centre, Guildford, and at the South West London National Breast Screening Training Centre at St George's. By developing your multidisciplinary approach to the diagnosis, care and management of breast disease, this programme enables the enhancement of service provision to the client requesting or requiring breast evaluation.

You may be granted credits for your previous academic and professional qualification through Accreditation of Prior Experiential Learning (APEL) scheme. An independent work-based learning module enables you to study around your individual CPD and workplace needs.

What will you study?

You will study modules relating to breast cancer diagnosis, treatment and care, research methods and ethics as well as independent work-based learning topics to meet your personal and clinical needs.

Some of the modules are developed in partnership with the Jarvis and St George's Breast Screening Centres.

Assessment

Case studies, research protocols, dissertation, essays, portfolios, practical assessment, OSCE, reflective log book.

Course structure

The postgraduate admissions administrator will help you choose the most suitable combination of modules depending on your needs. Some of the modules are developed in partnership with a range of healthcare providers.

Please note that this is an indicative list of modules and is not intended as a definitive list.

Available modules
-Advanced Principles and Practice of Breast Interventional Techniques
-Clinical Breast Examination and Client Communication
-Contemporary Practice In Breast Cancer Genetics and Diagnosis
-Interpretation and Reporting in Mammography
-Professional Practice in Mammography 1 ^
-Professional Practice in Mammography 2 ^
-Ultrasound of the Breast
-Advanced Practice - Negotiated Independent Work Based Learning
-Management of Resources and Quality within Healthcare
-Practice Education and Mentorship+
-Research and Evidence Based Practice in Healthcare (for PgDip)
-Dissertation (for MSc)

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