Masters Level Assessment of Teaching and Learning

1. Masters Level Assessment of Teaching and Learning Creativitywithout compromise What should we do?

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

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

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

5. Examples of practice

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

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

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