This MA is a twelve month, full-time, post-experience programme of study which consists of a taught course followed by a dissertation. It can also be taken as a part-time degree over two years. The aim of the programme is (a) to explore the relationship between theory and practice in language teaching and (b) to introduce you to important practice and research in the field of language testing and assessment.

This degree is one of the few MA programmes in the UK that offers a specialism in language testing and assessment. It is also unique in providing a Professional Practice module that includes a site visit to the Research and Validation section of The University of Cambridge ESOL Examinations, one of the most famous providers of English language tests in the world. The programme has been designed for qualified and experienced teachers from a variety of professional backgrounds.

Entry requirements

Successful applicants will normally have a good undergraduate degree or the equivalent in the field of English, language study and/or education. They will have a minimum of two years of full-time teaching experience. International students need to have an English language score of 6.5 on the IELTS test (normally with at least 6.5 in the Reading and Writing), or the equivalent on a test approved by the UK Border Agency.

For those whose scores fall very slightly below the required level when they apply, studying on our pre-sessional course in English language and study skills me be deemed satisfactory.

The programme (2010-11 onwards)

 Term One (October to December)

• Issues and Research in English Language Teaching (15 credits)
• Second Language Acquisition and Classroom Language Learning (15 credits)
• Lexis and Grammar of English (10 credits)
• Spoken English (10 credits)
• Text and Discourse Analysis (10 credits)

 Term Two (January to March)

• Language Testing (15 credits)
• Professional Practice (Testing and Assessment), including a site visit to University of Cambride ESOL Examinations (30 credits)
• Research Methodology (15 credits)

 And one of the following* (15 credits each):

• Literature and Drama in ELT
• The Management of Education Institutions
• English for Young Learners
• Professional and Academic Discourse
• English as an International Language
• ICT in ELT
• Teacher Training and Development

* A limit may be put on numbers taking some additional modules, and their availability in any particular year may be subject to change.

Term Three (April onwards)

• Research Methodology workshops leading to a
• Dissertation (45 credits) on a topic related to English language testing and/or assessment

The nature of the work

Students are encouraged to develop an understanding of underlying principles of language teaching and of ways in which these might be applied in the solution of particular English language testing and assessment problems.

The course is taught by means of lectures, seminars and workshops. In addition, there is much guided reading and a number of written assignments in the form of long essays and portfolios of materials. Students are introduced to research methodology which will assist them in carrying out the research for the dissertation with the support of a supervisor.

Assessment

Assessment is by a written assignment for each module followed plus a final dissertation. The written assignments are 3,000 words in length, apart from the assignments for Grammar of English, Spoken English and Text and Discourse Analysis, which are 2,000 words each, and the assignment on the Professional Practice course, which is 6,000 words. The final dissertation is 15,000 words in length. Students must normally pass in each component, thus gaining a total of 180 credits, to be awarded the degree. The MA can be awarded with Distinction.

Coherence of assessment within the course

The specialism aims at a certain breadth of coverage, not only during the taught modules, but also in your assessed work. Make sure you cover three different areas in each of the pieces of assessed work you have to produce (i.e., option assignment, professional practice project, dissertation). These three areas should be chosen out of the following six areas:

• large-scale testing
• classroom-based assessment
• summative assessment
• formative assessment
• materials evaluation
• materials development

Modular Structure

The course is organised on a modular basis.

The whole course may be taken together within one academic year, beginning in October. Alternatively, students may complete the work in termly sections in different academic years but with a maximum of four years.

See here for details of our field trip to Cambridge Assessment