Figure 2. Examples of the ALT methods used on Master’s courses
Assessment
The definition of assessment ‘as a generic term for a set of processes that measures the outcomes of students’ learning in terms of knowledge acquired, understanding developed, and skills gained’ (Quality Assurance Agency for Higher Education, 2000) is arguably too simplistic, as higher levels of learning concern the process that the learner undertakes as well as the outcome of the learning (Hayes and MacKreth, 2008). On professional Master’s courses there are several reasons to assess competence, including: to judge ‘fitness to practise’; to direct and motivate learning; to ensure the correct standards are achieved before a student progresses to the next level; to provide feedback for students; and to provide feedback on the curriculum and method of delivery (Manogue et al., 2002). Careful planning and management are therefore required to ensure that the goal of using assessment is not only to judge outcome but also to focus on motivating the process of learning.
Another consideration is that, for the duration of a course, account is taken of the difference in individual student preference for assessment methods and learning styles. For example, some students may be very good strategic learners who prefer to sit exams and are very successful at passing them, whereas other students may find exams so stressful that they do very poorly at them due to anxiety. It is therefore important that Master’s course designers use different assessment methods during the course in order to acknowledge the different aptitudes of student groups or, alternatively, to ensure that prospective students are able to consider assessment methodologies before enrolling on courses.
There are numerous assessment methods that are used at Master’s level (see Figure 3).
• essay assignments and other types of coursework;
• practical reports or portfolios;
• dissertations;
• work-based studies;
• written examinations;
• problem-solving exercises;
• oral presentations;
• posters;
• placement reports.
Figure 3. Examples of the assessment methods used on Master’s courses
| ACTIVITY |
Consider the types of assessment on your Master’s course.
• How do they measure whether you are achieving the required outcomes of the course?
• How do they motivate you?
| SUMMARY |
This chapter has introduced Master’s level study by examining the types of Master’s level courses available and the opportunities that Master’s level study offers students in terms of their professional and personal development. More specific examples of these opportunities will be explored and developed in later chapters. Consideration has been made of the issues that Master’s level students face during their studies and students are encouraged to examine the resources available at their university to help them face problems and challenges.
An in-depth examination of the difference between Bachelor’s and Master’s level study and outcomes was made, with the notions of independence, criticality and working at the forefront of practice being identified as key themes.
The regulation of higher education and the role of the Quality Assurance Agency for Higher Education (QAA) were examined and the types of content, structure and delivery, alongside the types of assessment, learning and teaching which students may experience at this higher level of working, were considered.
| Critical reflection | |
| Identify at least three things that you have learned from this chapter. | 1.2.3. |
| How do you plan to use this knowledge? | 1.2.3. |
| How will you evaluate the effectiveness of your plan? | 1.2.3. |
| What further knowledge and evidence do you need? | 1.2.3. |
FURTHER READING
The QAA website contains a plethora of information about how academic institutions are regulated and a whole series of benchmarks for different Master’s level qualifications.
2
WHAT IS CRITICAL THINKING?
This chapter covers the following key issues:
| • | definitions and characteristics of critical thinking; | |
| • | the relationship of the development of critical thinking to conceptions of knowledge; | |
| • | the importance of critical thinking for health and social care professionals; | |
| • | activities to help develop critical thinking skills. |
By the end of this chapter you should be able to:
| • | provide a definition of what critical thinking is; | |
| • | discuss how critical thinking is developed through both academic and work-based learning; | |
| • | reflect on the importance of critical thinking as a learning outcome for postgraduate students and, in particular, for health and social care students. |
INTRODUCTION
Chapter 1 has introduced you to the concept of Master’s level study, explored some of the key attributes of postgraduate study and encouraged you to consider some of the issues that postgraduate students face during their studies, particularly relating to delivery and assessment, and to your own personal development goals. This chapter will consider one of the key aims of postgraduate study – the ability to demonstrate critical thinking.
It is worth revisiting some of the broad learning outcomes of postgraduate study specified by the Quality Assurance Agency for Higher Education (QAA) from Chapter 1 (see Figure 1).
Master’s degrees are awarded to students who have demonstrated:
| • | 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; | |
| • | a comprehensive understanding of techniques applicable to their own research or advanced scholarship; | |
| • | 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; | |
| • | conceptual understanding that enables the student | |
| • | to evaluate critically current research and advanced scholarship in the discipline; | |
|
|