BOS2010

Board of Studies Report

MA Education

2009-2010

June 2010

Recruitment

During the course of the year approximately 300 students were recruited to modules maintaining numbers roughly at last years high. 

The environment has been increasingly uncertain with cuts in budgets, reduction of local authority and school staffing, the damaging MTL initiative and continued competition form other agencies such as Teaching and Learning Academy, and NCSL (who launched even more initiatives for middle leaders for example). One partner reduced participation by 70 places and recruitment has been kept at a high level by developing new partnerships as in the case of LBEaling (DPP Behaviour and attendance) and school based programmes.

Partnerships

School based programmes continue to be a major area after a growth last year, with the first high quality assignments being produced at the May board. Programmes exists as far afield as Bedforshire and South London. New partnerships have developed with Ealing over the National Behaviour and Attendance programme, and Real Training over the Certificate of Competence in Testing.

Partnership arrangements were reviewed by the University during g the year and apart from minor additional procedures the system was viewed to be high standard and the appointment, monitoring and training g of staff was deemed to be exemplary.

Curriculum, Teaching and Learning

Five Core sessions have taken place at Trent Park to develop and enhance scholarship, research and assignments writing. These were attended by between 10 and 30 people each time.

Further developments have taken place in merging activities with MA Inclusive Education. One aspect of this has been the development of online Hotseat discussions such as the recent “Gifted Education” one with Mehatab Culling of NAGC.

Executive Summaries and Examples

The system of publishing executive summaries of projects has been further developed and implemented. There are now over 30 published and teachers have been encouraged to contact previous researchers.

Examples of Dissertation and Action Research reports are available now online.

Monitoring Progression and Completion Rates

Module leaders monitor progression through mid year formative assignments and feedback. Module leaders, particularly for online programmes send out regular e-mails updating participants on where they should be in terms of progress during the year. Cases of lack of work and progress are reviewed and some researchers have been written to ask for contact and feedback.

Quality assurance and evaluation.

At the end of each module researchers are expected to return an evaluation commentary on the module. These have been collated and set on a database. The annual report for the TDaA is published in the winter term.

Broadly so far in 2009-10 this has shown similar high levels of satisfaction and impact to previous years.

In addition, module leaders also analyse each module results. These show variations in pass rates, submission rates and deferrals. No pattern can be discerned because of the individuality of the modules and leadership. Some partners and groups appear to be better at submission and pass rates than others. However, for largely distance, part time, and largely partnership based and delivered programme rates are not outside of the normal for such programmes. In addition, all the steps possible are taken to increase submission rates and quality (see below).

Monitoring visits and reports have been made to partnership delivered modules. The quality has been found to be high and useful innovations to modules developed. At Oasis, Northern Partnership, Nower Hill and Chace Community School, Enfield the projects are based upon school priorities and needs. At several schools including Chace, Senior Staff and Governors have been involved in the results of the projects.

Analysis of Assignment Marks

In June 2010 and evaluation of assignments and marks took place for modules.

Conclusions are difficult to draw because of the low sample size of each module. All modules were taught by the staff for the first time.

1. Performance is largely dependent upon the candidate and the seriousness they pursue their studies. This affects whether they participate, follow instructions and submit.

2. There is a marginal positive effect of University and experienced module staff on quality of the assignments.

3. Illness, family issues and workload are major factors that affect participation, submission and sometimes quality.

4. Scholarship skills and language appears to have some affect on quality of assignments submitted.

5 Deferral and resubmission are correlated with lower marks and standards probably reflecting ongoing disadvantage of the candidates to secure high quality work by reason of external factors such as time, commitment or scholarship skills.

The review identified the following strategies in place for enhancing the quality of assignments:

Strategies to Improve Assignment Quality

The strategies to improve assignment quality include:

1. Core sessions at Trent Park on assignment and research skills

2. Access to assignments at above and taken to other venues.

3. Report on assignments sent to all students and tutors at each board.

4. Publication of materials online at http://midwhebonline.org.uk/

5. Module guides contain criteria and tasks.

6. Tutorial support offered

7. Training for tutors

8. Self-assessment sheets for modules explaining the criteria

9. Monitoring of progress of sections and feedback to students.

Online Learning Community

During the course of the year this has migrated to a new site at http://midwhebonline.org.uk/

This has resulted in some disruption of continuity but is now ready to share a space with MA Inclusive Education. There has already been an increase in activity including new hotseat discussions on Gifted Education, Thinking Skills, and The Use of the Library/learning Resources. More hotseats are planned to enhance the programme.

Both MAs share common programmes for action enquiry and dissertations, which have developed useful materials and support conversations enhancing the quality of assignments.

The notion of “sharing knowledge” and “mutual support” from the community will be developed further during 20010-11.

Midwheb Management Committee

Midwheb management Committee has met every two months to identify needs, monitor provision and evaluate impact.

Conclusion

I look forward to discussing the programme and ways in which we might enhance the learning community for the MA Education programme at both the face to face and online BOS.

External Examiners Report

Analysis of Marks Report

Dr Ian Terrell

Director of Midwheb Partnership