Master’s Learning and Teaching: a Bibliography

General

Kneale, P.E. (Ed.) (2015) Masters Level Teaching, Learning and Assessment Issues in Design and Delivery. (London: Palgrave, Macmillan)

Knight, P.T. (1997) Masterclass: Learning, Teaching and Curriculum in Taught Master’s Degrees (London: Cassell).

Assessment

Brown, G.T. (2014). What supervisors expect of education masters students before they engage in supervised research: a Delphi study. International Journal of Quantitative Research in Education, 2(1), 69-88.

Brown, S. (2012). Diverse and innovative assessment at Masters level: alternatives to conventional written assignments. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 4(2).

Brown, S. (2014) ‘What are the perceived differences between assessing at Master’s level and undergraduate level assessment? Some findings from an NTFS-funded project’, Innovations in Education and Teaching International, 51: 3, 265–76.

Brown, S., Deignan, T., Race, P. and Priestley, J. Assessing students at Masters Level: learning points for Educational Developers. SEDA Educational Developments: From Postgraduate Certificates to embedding UKPSF at all levels, 13,3

Brown, S., Race, P., Canham, R., Priestley, J., Deignan, T. and Wilkinson, K. (2012) Assimilate: A Compendium of Examples of Innovative Assessment at Master’s Level (Leeds: Leeds Metropolitan University).

Casey, J. (2002) On-line Assessment in a Master’s-level Policy Subject: Participation in an On-Line Forum as Part of Assessment (Australia: Charles Sturt University, Centre for the Study of Higher Education).

Costa, D.S., Mullan, B.A., Kothe, E.J. and Butow, P. (2010). A web-based formative assessment tool for Masters students: A pilot study. Computers and Education, 54(4), 1248-1253.

Delizée, A. (2011). A global rating scale for the summative assessment of pragmatic translation at Masters level: an attempt to combine academic and professional criteria. Perspectives on Translation Quality, Berlin: De Gruyter Mouton, 9-24.

Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening. English in Education, 48(1), 93-107.

Dunne, M. (2013). Unpicking The Myth Of “The Test”: Using Masters’ Level Investigations To Develop Trainees Teachers’ Understanding Of Effective Assessment For Learning. UCLan Journal of Pedagogic Research, 3.

Hasrati, M. (2013). Why bother about writing a Masters dissertation? Assumptions of faculty and Masters students in an Iranian setting. Asia Pacific Education Review, 14(3), 455-465.

Jasper, M.A. and Fulton, J. (2005). Marking criteria for assessing practice-based portfolios at masters’ level. Nurse Education Today, 25(5), 377-389.

McSherry, R. and Duggan, S. (2015). Involving carers in the teaching, learning and assessment of masters students. Nurse Education in Practice.

Maisch, M. (2003) ‘Restructuring a master’s degree dissertation as a patchwork text’, Innovations in Education and Teaching International, 40: 2, 194–201.

Marshall, T., Taylor, B., Hothersall, E. and Pérez-Martín, L. (2011). Plagiarism: a case study of quality improvement in a taught postgraduate programme. Medical teacher, 33(7), e375-e381.

Miloslavskaya, N. and Tolstoy, A. (2015). Professional Competencies Level Assessment for Training of Masters in Information Security. In Information Security Education Across the Curriculum (pp. 135-145). Springer International Publishing.

Mirzaee, A. and Hasrati, M. (2014). The role of written formative feedback in inducing non-formal learning among masters students. Teaching in Higher Education, 19(5), 555-564.

Naudé, M. (2010). E-Portfolios: A Case Example from Masters Level Business Students. Journal of Organizational Behavior Education: JOBE, 3, 45.

O'Brien, L. (2012). An investigation into the use made of written feedback by Taiwanese masters students on disciplinary coursework writing (Doctoral dissertation, University of Reading).

de los Ríos Carmenado, I., Díaz-Puente, J.M. and Blanco, J.L.Y. (2011). The integration of project competences within the post-graduate programme: a case study of the International Masters in Rural Development Agris Mundus. Procedia-Social and Behavioral Sciences,15, 96-110.

Samkange, W. (2012). Analysing Research Methodologies: A case study of Masters of Education in Educational Management Dissertations at the Zimbabwe Open University. International Journal of Social Sciences and Education, 2(4).

Seymour, D. (2005) ‘Learning outcomes and assessment: Developing assessment criteria for masters-level dissertations’, Brookese Journal of Learning and Teaching, 1: 2. Available at http://bejlt.brookes.ac.uk/paper/learning-outcomes-and-assessment-developing-assessment-criteria-for-masters-level-dissertations/

Tas, M. and Forsythe, S. (2010). Strategies to Support PGCE Mathematics and Science Students Preparing for Assignments at Masters Level. Teacher Advancement Network Journal, 1(1).

Wakimoto, D.K. and Lewis, R.E. (2014) ‘Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment’, Internet and Higher Education, 21, 53–8.

Wharton, S. (2003) ‘Defining appropriate criteria for the assessment of master's level TESOL Assignments’, Assessment and Evaluation in Higher Education, 28: 6, 649

Zafarghandi, A.M., Khoshroo, F. and Barkat, B. (2012). An investigation of Iranian EFL Masters students' perceptions of plagiarism. International Journal for Educational Integrity, 8(2).