Learner Diary!

!
Assessment Writing at Master’s Level!
!
Preparation!
!
TASK 1: Master’s level study for teachers!
!
What does the McKinzie Report (2007) suggest is a central issue in raising children’s
attainment and how is it achieved in Finland?!
!
The report discusses the correlation between the level of a teacher’s education and the attainment
of their students. In Finland, for example, widely regarded as having one of the finest education
systems in the world, teachers study a four-year Master’s level certification. Combining theory with
practice in this way further develops the student teachers professionally, as well as elevating the
status of teachers in society and thus attracting more qualified candidates. The level of student
attainment in this case, and others such as in South Korea, is evidential of the benefits of Master’s
level study.!
!
In case study 13.1 what research did Zara undertake to change her practice?!
!
Zara initially tried to observe her mentor as a basis of comparison, discussing with her potential
solutions that did not come to fruition. Drawing on her experiences with her Master’s level studies,
Zara chose to start doing background reading on topics such as behaviour management that could
help shed light on a possible solution. She started to critically analyse her actions, from reactions
to situations in the classroom to the content of the lesson itself, in order to try to gain insight as to a
possible solution. Also, emerging from her background reading as a possible methodology for
reflection, Zara decided to involve the students in the research. This critical and reflective approach
allowed her to combine theory with practice and eventually make headway through an improved
relationship with the students.!
!
Reflections!
!
Using a diverse range of approaches, as found through literature and discussion, can improve the
teachers ability to overcome hinderances to student learning. Consistent, critical reflective practice
on the efficiency of each method is fundamental to this.!
!
!
TASK 2: Avoiding plagiarism!
!
Don’t copy people! Reference properly!!
!
!
!
Study 2: A further look at critical writing!
!
Critical questioning (taken from Study 2 ppt):-!
!
Q1: Do I agree with the author’s position?!
It doesn't matter whether you agree or not. You need to understand the author's position, but you
also have to have your own arguments to make. What you think is important.!
!
Q2: Do I believe their argument?!
Check it, whether you believe it or not.!
!
Q3: What other approaches to the subject are there?!
Look at another source, a book, journal article or publication. An objective view can only be
obtained by looking at contrasting views.!
!
Q4: Is their position biased? What form does the bias take?!
Discussion (contrasting views); Critical analysis (strengths and weaknesses of views, new ideas
and interpretations); Opinion (related to literature, weigh up balance of argument); Argument
(essay construction); Back up (evidence and referencing); Use examples (specific examples of
practice); Style (‘shouldn’t we be interested in…’ NOT ‘I am interested in…’, don’t over use
rhetorical questions); Arguing (devil’s advocate (with extreme view? - must be published lit. not
own opinion)); Using evidence (cited, statistics); Statements (must be known/accepted so don’t
need to be supported, use well known concept as focus for argument but then develop); Questions
(Use q’s to lead towards ‘only possible’ conclusion, support said assertion); Making an insight (this
is the case - should we not…, leave reader with an original thought - contributes to knowledge in M
level writing NOT repeating); Structure (see below, taken from Study 2 ppt)!
!-
Introduction: brief context which might apply to the subject about which you are writing,
introduction of research problem and how you will explore the question (signpost stages in the
work); optional introduction of main findings and conclusions.!
!-
Literature review: critical review of previous work and data relating to research question.!
!-
Methodology: justification of the research model and techniques: explanation of how data was
collected/generated · explanation of how data was analysed explanation of methodological
problems and their solutions or effects. !
!-
Results and discussion: analysis of results and interpretation; discussion of results (e.g.
comparison with results in previous research, effects of methods used on the data obtained,
validity of sample).!
!-
Conclusions: Has the research question been “resolved”? What has been learnt from this?
How will my practice change? What are the shortcomings of the research, or the research
methodology? !
!
Why re-read your work?!
!
This is important to make sure I am addressing the question that has been asked. Irrelevant
materials should not be included and I ought be especially cautious not to be tangential. Re-
reading allows for the checking for any spelling and grammar errors, making sure that the
argument flows logically and smoothly, and ensuring that I am communicating my point in the
manner in which I intended. Going through my work is a way of ‘reflecting on action’ and will be a
valuable method to critically analyse my work from the perspective of the reader as well as writer.!
!
!
!
Study 3!
!
See notebook!
!
!
!
Study 4!
!
See notebook!
Small scale action research —> conflicting research —> feedback & reflection!
Paradigm! ! Inquiry!! ! Instruments!
Shed! ! ! Toolbox! ! Tools!
!
!
Study Task!
!
Extract 1!
!
Q1: Is this piece an example of good academic writing?!
The piece is coherent and follows a logical line of argument, uses references from literature to
back up the points made, and gives some reflection based on their own experience. However, the
writer does not explore the points in any real depth and all citations are not direct quotes from the
literature.!
!
Q2: How well does it use literature to back up statements being made?!
The writer draws on the literature numerous times to illustrate many points, but does not go far
enough to analyse or compare them. The literature is used to formulate an answer, which is also
backed up with a citation, but without thorough exploration or comparison of the cited literature the
resulting answer lacks weight.!
!
Q3: To what extent is it reflective?!
All of the literature is used to build towards the final reflection, attempting to connect the literature
with the writer’s own feelings and experience. As reflections and interpretations could be made at
each of the stages of the argument-building process, the final reflection is not substantial enough in
the same way that the answer is not.!
!
Q4: To what extent is it analytical and critical?!
The piece is analytical in that citations are used to support the argument being made, though it is
lacking in how thorough it is. This absence of depth means that the writer could be perceived as
lacking critical thinking and analysis skills, as well as not acknowledging the complexity of the
issue.!
!
Extract 2!
!
Q: How different is this piece of writing?!
The piece goes into a lot more depth than the first, exploring the literature and its implications at
each stage of the argument and trying to interpret the findings. The writer gives the history of the
subject matter, citing older sources, and even goes so far as to explore the nature of charisma
itself, acknowledging the intangibility of a key factor in the point being made and broadening the
scope of the analysis. Opinions that are given are substantiated with references to literature,
always trying to find answers and compare with their own experiences. The conclusions drawn
further acknowledge the complexity of the explored issue, adding weight to the reflections and
answers.!
!
!
!
Practice and Reflect!
!
TASK 1: Use of data!
!
Example 1!
The author has provided a relevant data set with which to support his point, comparing in an
effective visual manner the situation at a school, local, and national level. There is a lack of
exploration of the implications of the data set, however, in that the author does not elaborate on
whether or not they feel this metric is an effective means of measuring pupil attainment. No attempt
is made to explore the causes of the results, particularly the low baseline score, meaning more
data is necessary to come to a conclusion. A more thorough evaluation of the statistics reveals that
there is more to the numbers than the author may have realised, despite the upward trend,
highlighting the potential inaccuracy of any conclusion drawn.!
!
The commentary revealed the need to analyse the data on a deeper level than I had considered at
first, showing the importance of being thorough when being critical of an author’s work. This is
particularly pertinent if I am to select any studies or data as supporting literature for my own work.!
!
Example 2!
The author provides data to support their relevant point about absenteeism, but does not relate
back to the findings in Example 1 in highlighting this as a potential reason for the low baseline
score in that data set. There is little to no comparison with the local or national statistics, and is
supported with figures from a limited data set that were difficult to interpret, but the author does
give some of the ways in which the school has tried to tackle the issue. It is hard to tie the data
from the pie chart back to the argument being made, not only because it is irrelevant as a means of
depicting a data set that the school should absolutely already possess, but also because it is
poorly constructed - by trying to be too concise, it has only succeeded in making it too vague.!
!
I was relieved to see in the commentary some points about the statistics being difficult to make
sense of because I spent longer than I should have trying to make sense of it. This reassured me
that I am not out of my depth in trying to critically analyse work of this calibre, as this can often feel
like the case. The same can be said for the pie chart information and its inadequacy in illustrating
the writer’s point.!
!
!
TASK 2: Impersonal writing!
!
Example 3!
Though written in the third person, I think the author managed to reveal personal bias in the
example as it can be judgemental and condescending in tone. There are references to studies with
statistics in several places, however the writer does not explore or substantiate the implication that
demographic/ethnicity correlates with attainment with evidence. The writing can also be dramatic,
exemplified by the use of emotive language; something to avoid if one is to remain truly
impersonal.!
!
Example 4!
The author gives an opinion that is in reference to a data set prior, as well as seemingly in relation
to the question they set out to answer in their writing. The analysis is always in reference to the
literature, with comparatively more impersonal language, e.g. the difference between ‘obviously a
cause for concern, but one that will hopefully be addressed’ and ‘something that needs to be
rectified’.!
!
TASK 3: Referencing using Harvard style conventions!
!
Must be careful with the differences between an appropriate in-text reference and citations for the
Reference section of the assignment. Be sure to include the author and the website itself for
journals. Web references must be given for any non-physical copies of texts.!
!
!
TASK 4: Reflect!
!
I found this to be another helpful session, appreciating the extent to which it has been made clear
what is expected of me in terms of writing at this level. Each stage of the process, each concept
within the process, and all rationale behind the concepts were broken down comprehensively to
illustrate what will be required.!
!
In terms of actually structuring my work, I feel as though this is something that should be
comparatively easier than other elements for me given that I teach essay writing as part of my
subject curriculum, e.g. the need to use paragraphing, or consider research/material that
corroborates and contradicts the point being explored, are essay writing skills. !
!
The need to combine personal and impersonal styles in my writing still seems almost like a foreign
phenomenon, with regards to my preconceptions about the nature of writing at this level and how it
should be scientific, i.e. in the passive voice, at all times. I now know that giving my own opinions,
conclusions, and insights on my research and findings are fundamental aspects to the success of
the assignment, necessitating writing in the first person sometimes. Being critical, as opposed to
descriptive, will render this a more natural process with the need to find answers or supporting
evidence in the literature, giving weight and substance to anything I opine, at each and every
stage. It is equally important to not give a recount or summary of the literature, as it is to not give
erroneous information from a personal perspective, or experience, that is not in any way
substantiated by evidence from the literature.!
!
The research is one of the most daunting aspects, for me. The amount of reading that needs to be
undertaken can start to feel overwhelming if I start to consider the extent to which I must analyse
each area of my assignment. That said, I understand from this study session that the ability to
discern between that which is and is not relevant, and identify, analyse, and evaluate said material
for inclusion, is a criticality skill that I must hone. The level of analysis that is required for the
studies and data sets also make this particular aspect quite intimidating, but such thorough
analysis is absolutely fundamental to the accuracy and legitimacy of the assignment. I hope that it
is a practice that will come to feel more natural the more, and more often, I delve into it. !
!
The most difficult factor of all will be my ability to cope with this level of research and reflective
practical application within the time constraints of trying to balance a full-time teaching job with
study and what is left for life outside of that. I keep reinforcing the idea within myself that these,
too, are skills which deserve to be cultivated in the same manner as any other, and that the
benefits of the undertaking of this programme, on a personal and professional level, will extend
past that which they may seem to encapsulate at surface level.