University College London (UCL)
Education (Assessment) MA
London, United Kingdom
MA
DURATION
5 years
LANGUAGES
English
PACE
Full time, Part time
APPLICATION DEADLINE
EARLIEST START DATE
Sep 2026
TUITION FEES
STUDY FORMAT
On-Campus
The Education (Assessment) MA program is designed for individuals interested in exploring how assessment methods influence teaching and learning. It covers a wide range of topics, including the theoretical foundations of assessment, practical assessment design, and the impact of assessment on educational practices. Students gain an understanding of different assessment tools, policies, and strategies used in various educational settings. The program also encourages critical thinking about current assessment challenges and explores innovative approaches aimed at enhancing educational outcomes.
Throughout the course, students develop skills to analyze assessment systems and develop effective assessment practices. The program combines theoretical knowledge with practical application, helping learners to apply research insights to real-world educational contexts. It is suitable for education professionals, researchers, or anyone looking to deepen their understanding of assessment techniques and policies. The program supports flexible study options, allowing students to balance their studies with work or other commitments while gaining valuable expertise in education assessment practices.
UCL Scholarships
There are a number of scholarships available to postgraduate students, including our UCL Masters Bursary for UK students and our UCL Global Masters Scholarship for international students. You can click the link below to search via the scholarships finder for awards that you might be eligible for. Your academic department will also be able to provide you with more information about funding.
External Scholarships
Online aggregators like Postgraduate Studentships, Scholarship Search, Postgraduate Funding and International Financial Aid and College Scholarship Search contain information on a variety of external schemes.
If you have specific circumstances or ethnic or religious background it is worth searching for scholarships/bursaries/grants that relate to those things. Some schemes are very specific.
Funding for disabled students
Master's students who have a disability may be able to get extra funding for additional costs they incur to study.
Teaching and learning
At IOE, we draw on the breadth of expertise in teaching and learning so that students can expect to be challenged, engaged and motivated through taught sessions, group work and independent study. Students are likely to experience teaching methods and assessments that are unfamiliar, and we expect students to embrace these new experiences as they are designed to enhance your Master's level learning. Students will learn how to write at Master's level, how to engage in critical and analytical thinking and how to source and read a range of texts. Tutors expect students to be proactive in searching out resources; to ask questions and be curious - these skills will add depth to your learning experience at IOE. Teaching sessions are rarely didactic lectures - we know that students learn best when they are involved so you will be expected to participate, you might have to present ideas to a class or group, you might be asked to prepare work to share in a seminar, or to post comments and feedback in the Virtual Learning Environment. You will be joining a learning community; your participation is part of what makes the community successful.
Depending on the modules taken, the programme is taught through face-to-face evening sessions, occasional weekend daytime sessions, and/or online.
A typical face-to-face session consists of about two to three hours of lectures, dialogue, small group discussions, presentations and/or a range of other activities.
Students will have a dissertation supervisor to support them through the development, execution, and writing of their dissertation project. The module includes workshops, lectures, and seminars that provide a foundation in research skills and methods.
Students in this programme will experience a variety of assessment methods, helping them to learn and understand assessment in all its forms.
Modules are assessed in a variety of ways, often through coursework which may take various forms, such as a written assignment, report or presentation. Your tutors will include multiple assessment 'points' throughout your programme so you can receive formative feedback and reflect on your learning as you work towards your Master's degree.
Our aim is to create and use assessments that are relevant to your life at IOE and beyond. Summative and formative assessments might include some or all of the following: a critical review of your reading, a traditional essay, a policy report, a presentation, short patchwork text assessments, tests and quizzes, group writing tasks and much more.
Please note that the dissertation module listed below will change its name to 'Dissertation in Education with Integrated Research Methods' starting in 2025/26. This module supports students in undertaking an original, independent scholarly investigation in the field of education. Students often choose a dissertation topic relevant to their personal and professional interests, typically involving some fieldwork or empirical data collection.
For full-time students, typical contact hours are around 12 hours per week. Outside of lectures, seminars, workshops and tutorials, full-time students typically study the equivalent of a full-time job, using their remaining time for self-directed study and completing coursework assignments.
For part-time students, typical contact hours are around 6 hours per week. Outside of lectures, seminars, workshops and tutorials, full-time students typically study the equivalent of a part-time job, using their remaining time for self-directed study and completing coursework assignments.
Modules
Full-time
The programme can be studied full-time within one academic year.
Teaching is blended: with face-to-face lectures/seminars/tutorials combined with resources and activities in a Virtual Learning Environment.
The programme consists of two compulsory modules (30 credits each), and two optional modules (30 credits each) and a dissertation (60 credits). The overall structure of the programme is as follows:
- Assessment: Issues and Practice (compulsory)
- What is Education? (compulsory)
- Dissertation (compulsory)
- Optional module 1
- Optional module 2
A range of optional modules focusing on Assessment are available (Educational Testing, Assessment for Learning, International Perspectives in Educational Reform), or you choose from other optional modules offered across IOE subject to availability.
Part-time
The programme can be studied part-time (2 years). You can discuss your schedule for completion with the Programme Team.
Teaching is blended: with face-to-face lectures/seminars/tutorials combined with resources and activities in a Virtual Learning Environment.
The programme consists of two compulsory modules (30 credits each), and two optional modules (30 credits each) and a dissertation (60 credits). The overall structure of the programme is as follows:
- Assessment: Issues and Practice (compulsory)
- What is Education? (compulsory)
- Dissertation (compulsory)
- Optional module 1
- Optional module 2
A range of optional modules focusing on Assessment are available (Educational Testing, Assessment for Learning, International Perspectives in Educational Reform), or you choose from other optional modules offered across IOE, subject to availability.
Flexible
The programme can be studied as modular/flexible (up to 5 years). Your schedule for module completion will depend on the length of time that you have to complete the MA programme - you can discuss this with the Programme Team.
Teaching is blended: with face-to-face lectures/seminars/tutorials combined with resources and activities in a Virtual Learning Environment.
The programme consists of two compulsory modules (30 credits each), and two optional modules (30 credits each) and a dissertation (60 credits). The overall structure of the programme is as follows:
- Assessment Issues and Practice (compulsory)
- What is Education? (compulsory)
- Dissertation (compulsory)
- Optional module 1
- Optional module 2
A range of optional modules focusing on Assessment are available (Educational Testing, Assessment for Learning, International Perspectives in Educational Reform), or you choose from other optional modules offered across IOE, subject to availability.
Compulsory modules
- Assessment: Issues and Practice
- Dissertation on Education
- What is Education?
Optional modules
- Assessment for Learning
- Educational Testing
- International Perspectives on Education Reform: Curriculum and Assessment
Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change.
Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Education (Assessment).
What this course will give you
The Department of Curriculum, Pedagogy and Assessment (CPA) at IOE, UCL’s Faculty of Education and Society is a world-leading centre for the study of curriculum, teaching and learning and assessment.
Our students come from around the world and include full-time students who are learning alongside part-time peers who might include practising teachers and lecturers, awarding body staff members, education policymakers and educational researchers. This diverse student body ensures a rich and engaging learning experience for all.
The department provides an impressive range of cutting-edge MA and Continuing Professional Development programmes (some of which are certified), variously presented in face-to-face, distance learning or mixed mode formats. In addition, we offer a first-class doctoral programme and staff members are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.
With this programme, it may be possible to reduce the cost of studying to two-thirds of the total if you already have PGCE Master’s credits. Up to 60 of these can usually be put towards your final degree. This is valid for up to 5 years since the completion of your PGCE.
The foundation of your career
Graduates of this programme are employed in a diverse range of roles and educational settings, for example, as teachers, heads of department in schools and colleges, as staff in awarding organisations, education policy makers and as educational researchers. Recent graduates from our programme have used their new professional expertise to secure promotions at work, to develop a new role focused on assessment and others have gone on to undertake a doctorate focused on assessment.
Employability
Our graduates leave with strong skills set applicable to a range of workplace settings; their professional in-depth knowledge of assessment systems and policies enhance any role in a school or education workplace. Our students learn to work in teams and develop key skills in time management working to a demanding set of individual deadlines. Graduates will demonstrate a genuine commitment to learning and, along with sound problem solving skills, are able to think critically about key educational issues and articulate their theoretical expertise through a range of excellent written and spoken communication skills.
Networking
IOE has a vibrant research community, and students are encouraged to attend public seminars and events to network and meet others in a range of educational disciplines and settings.
The Assessment team in CPA has its own research group that run regular seminars and all students are welcome to attend these to meet experts, engage in discussions and learn about working in assessment.
Guest tutors feature in all of the modules run through the Assessment route and these provide opportunities to meet and discuss current assessment theory, research and practice. Our guests are very friendly and happy to talk to students about their aspirations or ideas for working in assessment contexts.