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:
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).
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.
Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.
The Educational Assessment MA investigates the purposes and potential uses of formative and summative assessment and the relationship between the two. The programme provides opportunities to review assessment of learning and for learning, it develops students' understanding of principal concepts in educational testing and encourages critical engagement with policy development in educational assessment.
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. Our graduates leave with key skills that they are able to apply in a range of workplaces, or they continue to further study at doctoral level.
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.
There is just one core module for the MA Educational Assessment
Optional modules include
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 online. 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.
Further information on modules and degree structure is available on the department website: Educational Assessment MA
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.
Recent career destinations for this degree
Our graduates leave with a strong skill set that is applicable to a range of workplace settings. They have in-depth knowledge of educational systems and policies that will enhance any role in a school or education workplace. Our students are able to work well in teams, and manage a demanding set of individual deadlines. Completion of the MA demonstrates a commitment to learning, the ability to face challenges, capacity to think critically about ideas and issues, and excellent communication skills, both written and spoken.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
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 programmes, 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, policymakers and a rich and diverse range of international students.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
This new two-year part-time MSc programme has been introduced at a time when high quality educational assessment is recognised as a core element of a strong education system.
The aim of the course is to provide researchers and professionals with the skills to develop and improve educational assessments in their own settings. Students will gain technical and statistical knowledge in assessment and engage with the design and evaluation of educational assessments, as well as come away with a sound understanding of the field, including high stakes assessment systems.
The course combines teaching sessions within the Department and online support through the University’s Virtual Learning Environment (WebLearn). In the second year of the course students will receive supervision of dissertation projects from a University supervisor with expertise in a particular subject.
Assessment will be through an assignment for each unit, plus a dissertation in the final term of the second year. Areas covered in the assessments include: assessment issues and practice, assessment design and statistical evaluation of assessment data; assessment analysis; teacher assessment; international large-scale assessments; advanced analysis techniques.
On completion of the course, graduates will have a sound understanding of the design of assessment systems, the options available and their implications. They will be able to analyse the quality of assessments and engage in research, policy and practice questions in an informed and critical manner.
This Masters qualification will have an impact upon the quality of educational assessments in a wide range of settings by enhancing assessment skills and increasing opportunities for progression to senior positions in educational assessment organisations both nationally and internationally.
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.
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.
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.
You won’t need to fit your working life around our Level 7 Psychometric Testing, Assessment and Access Arrangements course. You won’t even struggle to shoehorn our CPT3A into your day-to-day commitments.
Learn how to use psychometric testing instruments effectively (CCET) and apply them in exam access arrangements (AAC) confidently and competently. Realise your potential with the most accessible, flexible and professional training available.
Seven level-7-defining reasons to study with us
All access arrangements assessors must have an appropriate level 7 or equivalent qualification by 31 August 2017. Does CPT3A fit the bill?
Yes, without a doubt. As a level 7 postgraduate course in individual access arrangements assessment, CPT3A fully meets the JCQ access arrangements assessor requirement.
*If you’d like to know how to use these credits (on courses like our SEND Programme), please give us a call.
This level 7 course is made up of two of our most popular modules. Our Certificate of Competence in Educational Testing (CCET) module will teach you how to use psychometric testing instruments effectively and our Access Arrangements Course (AAC) will show you how to apply them in exam access arrangements. If you already have CCET, you can take the AAC course on its own. Simply look on the AAC course page to find out more.
In addition to all of the good reasons above CCET will also enable you to:
AAC will equip you to:
CPT3A will allow you to:
Take our CPT3A and choose from study options designed to fit in with your day-to-day commitments. We are confident that this is an efficient route to becoming a Joint Council for Qualifications (JCQ) recognised access arrangements assessor.
Route one: Classic (CCET intensive and AAC online)
First, you will attend a three-day intensive version of The Certificate of Competence in Educational Testing (CCET) with online components, followed by the Access Arrangements Course (AAC) element online.
Route two: Online (CCET and AAC online)
The entire course (the CCET and AAC parts) can be studied consecutively online using our intuitive and easy-to-use online learning platform (Campus OnlineTM). This enables you to interact with your tutors and peers, track your own progress and access a wealth of resources. You will also receive a comprehensive training manual.
Route three: Intensive (CCET and AAC intensive)
If you prefer face-to-face learning, our intensive CPT3A with online components is for you. Take our three-day intensive CCET at a quality hotel near you, followed by our one-day AAC at a similarly comfortable venue at locations across the country.
If you already have CCET, you can take the AAC course on its own.
Get the skills and knowledge you need to help people with social or learning difficulties in a range of educational settings.
You'll have the opportunity to develop and practise your skills under the expert guidance of world-class researchers and practitioners.
Explore a wide range of theoretical viewpoints and their practical applications in educational, community and workplace settings. The programme has a bicultural focus and is tailored to meet the needs of New Zealand communities. However your studies will also prepare you to work in multicultural communities and overseas.
The Faculty of Education offers a research-based Master's programme and the practice-based Postgraduate Diploma that leads to registration as an educational psychologist. You need to complete the Master's before applying to study the limited-entry Diploma programme. The programme includes supervised practice as an intern psychologist and allows you to become a Registered Psychologist with the New Zealand Psychologists Board.
The Faculty of Education has a strong focus on research that enhances theoretical and evidence-based educational psychology policy and practice. You'll benefit from collaboration across education and psychology disciplines, and with the education sector.
Find out more about research in the Faculty of Education
You'll study 10 compulsory courses over two or more years. In Part 1, the first year, you'll examine research methods and evidence-based practice, and take courses covering cultural issues in educational psychology, what motivates people to learn, and how to assess those with education difficulties.
In Part 2, you'll explore mental health in young people and how to promote positive behaviours, and study counselling and applied behaviour analysis. You'll also complete a practical research project.
You need to complete this qualification to apply for entry into the Postgraduate Diploma in Educational Psychology Practice (PGDipEPP).
Study to become an educational psychologist. During this one-year programme you'll complete 1,500 hours of supervised practice. You will be placed in an education setting, usually with the Ministry of Education, where you'll gain 1,200 hours of experience. The remaining 300 hours will be spent one day a week with a community service provider such as an early childhood centre, youth support organisation or other social service.
The Ministry of Education determines where the national internship placements will be depending on supervisor availability and local need, so you may need to be prepared move to another location for your internship.
You'll also take four compulsory courses on campus, covering assessment and intervention, the role of the educational psychologist, and professional practice in both education and community settings.
When you've completed the PGDipEPP, you'll be able to register as a general scope psychologist or as an educational psychologist.
The MEd Psych takes two years of full-time study. If you are studying part time, you must complete the MEdPsych within four years.
The PGDipEPP takes place from January to December including a two week mid-year break. While it is normally carried out full-time over the year, it is possible to complete the course of study part-time over two years, but you'll need to discuss this with the programme director before you apply.
If you are studying full-time you can expect a workload of 40–45 hours a week for much of the year. Part-time students doing two courses per trimester will need to do around 20–23 hours of work a week. Make sure you take this into account if you are working.
Postgraduate study at Victoria will help you build valuable relationships and networks with peers, university staff and future colleagues.
You'll have opportunities to attend events, workshops, social functions and seminars such as the Student Learning Postgraduate Research skills sessions.
The Postgraduate Students' Association can also give you information and provides a voice for you on campus.
An educational psychologist might focus on doing research or creating and implementing programmes that can help young people learn more effectively. You could work in a school or for the Ministry of Education, or you may plan to run your own practice providing services to both the public and private sector.
MEdPsyc graduates might go on to PhD study, or work in educational agencies that need specialised educational psychology knowledge and skills.
Explore educational psychology at CareersNZ
Are you seeking to progress your career as a manager and leader in primary, secondary or tertiary education? Our Doctor of Educational Leadership (EdDL) degree focuses on helping you gain high standard professional, organisational and political skills and knowledge to meet the vast challenges associated with improving both public and private educational environments.
The University of Bolton’s EdD in Leadership is designed for working professionals who aspire to be educational leaders. If you’re looking to strengthen your skills for leading groups in high-performing teaching and learning organisations, and connect relevant research with practice, this part-taught doctoral programme can support your career development.
The Doctor of Education in Leadership differs from the traditional PhD in that it is in two parts. Stage one, the taught element, offers you the opportunity to complete ‘blocks’ of blended learning – combining online rich media-based interaction and collaborative work, seminars, online taught elements and tutorials with interactive collaborative coursework. You’ll be guided to explore topics such as revisiting learning and teaching, the impact of emerging educational models, transformative learning, managing politics and policy influences, leadership and organisational transformation, and mastering the ‘self’.
Stage two involves a programme of directed and independent study leading to the development and submission of your research proposal, followed by the production and defence of your own critical commentary. Our welcoming team of experienced, professionally and academically qualified staff will help you to understand how you can align your research topic of interest to other current research in applicable fields, and apply it to your own professional practice and context.
Our master's program is designed for educators who are excited about the potential technology offers for increasing student engagement and learning. Our students want to extend their skills for implementing relevant technology-enhanced activities in their own learning environments.
The hands-on quality of the Educational Technology program addresses the disparity between understanding the functionality of technology and knowing how it can be taught to students. More accurately, it’s not just why you’d use technology, but how it could be strategically implemented.
Our graduates will be prepared to:
The Educational Technology master's program is designed for working professionals who are interested in both creative exploration and practical application of digital technologies.
Our focus is always on giving students tools and strategies that they can use right away in their own learning environments. We also understand that every school has different types and amounts of resources, so we explore a wide variety of technology tools with an emphasis on low-cost or free resources.
The program will be of benefit to teachers in both K-12 and post-secondary settings, educational leaders, curriculum and technology specialists, software developers, corporate trainers, and others interested in the intersection of digital technologies and education.
USF's Educational Technology program gives you five powerful ways to enhance your pedagogical toolkit and increase your impact on future learners. Enter as a savvy instructor, work hard, and leave as a:
The curriculum focuses on the discerning use of technological tools to increase student engagement, motivation, and active learning.
Master's candidates are encouraged to leverage their learning for immediate applicability; course projects require students to apply new skills to discipline-specific content needs.
The Educational Technology program helps educators:
The culminating assessment for this project-based master's degree is a portfolio website, which can serve as a platform for sharing and collaborating with other educators, as well as an electronic resume for those wishing to advance their careers.
Classes meet on teaching weekends, an alternate weekend schedule of about two weekends a month to accommodate adult students, most of whom have full-time jobs and other obligations. The Educational Technology program is designed to be completed in five semesters (two years) including summers. To finish in this timeline, you can plan to take two courses per semester. See the master's program courses.
The Educational Technology master's program has five program outcomes.
Upon completion of the MA in Educational Technology students will be able to:
This course is approved by the Health and Care Professions Council and accredited by the British Psychological Society. Applications can be made through the Clearing House for Postgraduate Courses in Educational Psychology, for those normally resident in the UK.
The Nottingham Doctorate in Applied Educational Psychology (Professional Training) provides professional training for those wishing to become practising educational psychologists. The programme is a research degree that holds approval from the regulatory body, the Health and Care Professions Council (HCPC).
Successful completion of this programme provides eligibility to apply for registration with the HCPC. It is a legal requirement that anyone who wishes to practise using a title protected by the Health and Social Work Professions Order 2001 is on the HCPC register. For more information, please see the HCPC website.
The term 'HCPC approved' applies only to those programmes which have been approved by the HCPC's Education and Training Committee (ETC) and which appear on the HCPC list of approved programmes.
Our programme possesses a number of unique characteristics that combine to provide a distinctive, forward-looking and high quality professional preparation in educational psychology. It holds at its heart the link between theory and practice. Graduates will be able to:
The location of the programme within the School of Psychology is distinctive and provides trainees with a deep theoretical understanding of their work. The programme provides the opportunity to meet leading practitioners and researchers.
The School of Psychology is a preeminent department, ranked in the top 10 in the UK for research power at the most recent Research Excellence Framework (REF 2014) exercise.
The Educational Psychology Group at Nottingham has an established record of influential teaching, and of publications written by staff and students. The programme has strong working relationships with professional educational psychologists employed by the regional Local Authorities and other settings.
The programme comprises three strands: taught academic modules, professional fieldwork placements, and a research component. Through these programme elements graduates reach the HCPC’s Standards of Proficiency for Practitioner Psychologists (Educational). The programme also meets the HCPC’s Standards of Education and Training, and the terms of BPS accreditation.
A core tutor team in the Educational Psychology Group provide teaching and tutoring to the programme. The programme also draws upon the special expertise of practitioner educational psychologists, and other professionals.
Supervision is an essential part of training at Nottingham. Trainees have a nominated university supervisor, as well as a placement tutor. Trainees receive regular individual tutorial and supervisory support, to facilitate their integration of the theoretical, professional and research components of the programme.
The course is delivered through seminars and private study. Workshops incorporate simulation activities and experiential learning. Problem-Based Learning approaches inform a number of taught elements. The programme promotes sensitivity to equality and diversity issues in its processes and content, throughout.
We believe that a course of applied training is part of a broader perspective of professional development, which does not culminate at graduation. The programme therefore employs some approaches that support continuing learning, providing trainees with methods to support their subsequent professional practice.
Each trainee placement is supervised by a named HCPC registered Practitioner Psychologist.
In Year 1, trainees are on supervised placements for one day per week throughout the year in educational psychology services, with some supplementary placement weeks.
In Years 2 and 3 trainees undertake placements of 130 days per each year, typically supported by a Local Authority bursary, in educational psychology services.
Trainee placements can be located in the East Midlands region, or beyond, by trainee request, depending upon availability.
All placements follow guidance provided by the University to trainees and supervisors, linking placement activities to modular learning.
Trainees follow a bespoke programme of Applied Research Methods training in Year 1. Research is undertaken during Years 2 and 3, for the thesis submission for examination in May of Year 3.
Modules are assessed by written assignments, focused case studies or presentations. Placements are supported and evaluated through 3-way meetings involving trainee, university tutor, and placement supervisor. Assessment is through Portfolio, including a Professional Development Log of competencies.
Graduates of this programme seek employment as Educational Psychologists subject to registration as Practitioner Psychologists (Educational) with the HCPC.
The School of Psychology at Nottingham offers exciting prospects for educational psychologists. Children, their families and carers, teachers, schools and other settings, and Local Authorities look for support from psychologists whose training and personal qualities have equipped them for these new roles and challenges. In a time of rapid societal change, the problem-solving approach of the programme equips Nottingham trainees to respond creatively to the challenges the role brings them.
An open day runs each October for those interested in the programme. Potential applicants are encouraged to attend. Book your place now.
The University of Birmingham is a Department for Education and National College for Teaching and Leadership (NCTL) approved provider for the National Award for SEN Co-ordination.
It has been running accredited (Masters level) professional development programmes for special educational needs co-ordinators (SENCos) for over 15 years. Over a thousand SENCos have successfully completed their training over this period and given excellent course feedback!
The University runs partnership versions of the National Award for SEN Co-ordination course with the following Local Authority partners: Birmingham; Dudley, Sandwell & Wolverhampton (combined cohort); Staffordshire (Entrust).
Within these Local Authority areas teachers wishing to apply for a place on the course work in a range of maintained mainstream schools, maintained nursery schools, academy and free schools, and pupil referral units (PRUs).
SENCos working in other neighbouring Local Authority areas may also be able to join one of the partnership courses (in 2014-2015 for example, SENCos from Derbyshire, Herefordshire, Solihull, Telford and Wrekin and Warwickshire were participating in versions of the course).
This Masters level course (60 credits) has been updated to reflect changes to the NCTL learning outcomes framework. It is also closely aligned to the changes taking place to special educational needs and disability policy, provision and practice in England including the changes to SEN Code of Practice (2015).
We are currently recruiting to this programme. The programme is inviting applications for the following cohorts.
The National Award is a mandatory qualification, 60 Credit Masters level course which all SENCos who are new in role must undertake. The course meets the requirements of the SEN Code of Practice (2015 Section 6.86).
The Special Educational Needs and Disability Regulations (2014) states:
(1) The appropriate authority of a relevant school must ensure that the SENCO appointed under section 67(2) of the Act meets all of the requirements in either paragraph (2) or (3).
(2) The requirements in this paragraph are that the SENCO:
(3) The requirement in this paragraph is that the SENCO is the head teacher or acting head teacher (or equivalent in the case of an Academy school) of the school.
(4) Where a person becomes the SENCO at a relevant school after 1st September 2009, and has not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, the appropriate authority of the school must ensure that, if the person is the SENCO at the school at any time after the third anniversary of the date on which that person becomes a SENCO, that person holds the qualification.
The training courses are 12 months in duration; however, SENCos have up to three years from the point at which they are designated as a SENCo in which to complete the award. Final responsibility for ensuring the school’s compliance lies with the school’s governing body.
The course is designed to support a SENCo’s professional development, giving them an opportunity to reflect upon and improve their practice whilst learning more about the coordination of special educational needs, leadership and management, policy and supporting the individual needs of children and young people.
The course content is related to local and national contexts and the teaching and learning opportunities are delivered by local and nationally based experts such as experienced teachers, Educational Psychologists, school leaders, Inspectors, therapists and service leads.
The National Award covers:
The teaching takes place over ten face to face days during term-time. The days are evenly spread over the school year and sessions are taught in local authority/school centres and at the University of Birmingham. In addition, all students have access to the online virtual learning environment and full library facilities to support their learning.
The assessments have been designed to meet the requirements of the course and enhance school self evaluation procedures.
Specific assignments - course participants all need to complete three 4000 word written assignments at Masters Level:
This course will enable SENCos to meet essential requirements for undertaking the role in English schools. These requirements are set out in regulations and state that:
Governing bodies of maintained mainstream schools, maintained nursery schools and the proprietors of Academy (including Free Schools) must ensure that there is a qualified teacher designated as SENCo for the school.
The SENCo must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and where they have not previously been the SENCo at that or any other relevant mainstream school for a total period of more than twelve months , they must achieve the National Award in Special Educational Needs Coordination within 3 years of appointment.