Assessment Plan Master Media Studies – March 2012
ASSESSMENT PLAN MASTER MEDIA STUDIES
Programmes Media & Culture, Media & Journalism and Media, Culture & Society
Preface On 31 October 2011, the Dean of the Erasmus School of History, Culture and Communication (ESHCC) set up a testing policy working group charged with drafting testing plans for the various programmes based on the existing practices. In response to the Improved Governance (Higher Education) Act ('Wet Versterking Besturing', WVB), which stipulates that the Examining Board is responsible for ensuring the quality of examinations ('tentamens'), examination reviews of a student's record ('examens') and other tests, it was decided that the testing plan should be formulated in writing. At Erasmus University, the testing plan is considered an important tool for implementing quality assurance guidelines in practice (EUR Testing and Examining Boards Project Group). The Erasmus School of History, Culture and Communication (ESHCC) testing policy working group was composed of representatives from the three faculty departments: - Prof.dr. Jeroen Jansz (Chair), Media & Communication, - Dr. Maarten Van Dijck, History - Dr. Christian Handke, Culture Studies, - Drs. Paula van der Houwen was the working group secretary. The working group drew up the testing plans for the various programmes within the frameworks applied by Erasmus University, adopting the structure used in the 'Testing Plan Components Guide' ('Handreiking Bouwstenen Toetsplan') of the EUR Testing and Examining Boards Project Group (2011). This is the testing plan of the Master Media Studies, programmes ‘Media & Culture’, ‘Media & Journalism’ and ‘Media, Culture & Society’ (MA Media Studies). The Framework is the first part of the testing plan and describes the programme's testing policy. The Framework also sets out the didactic concepts applied in the MA Media Studies. The second part (Curriculum) presents a test matrix which shows the degree to which the learning objectives of a particular course fulfil the exit qualifications of the programme. The third part, Test Descriptions, gives a concise overview of the types of test that are used and also contains the testing regulations from the Teaching and Examination Regulations (OER) and the quality assurance procedures. The Practical Aspects of Testing are set out in the fourth part of the testing plan. Working method The testing plan describes the testing practices in the 2011-2012 academic year. Though much of the information used by the working group came from the official documents regulating testing in the MA Media Studies (such as the OER, Study Manuals, rules about fraud and plagiarism), new information was also collected. For example, the test matrix is based entirely on information submitted by the lecturers. The working group is convinced of the value of the Ma Media Studies’ testing plan for further improving the quality of testing within the programme, especially given the enthusiastic responses of the contributing lecturers. The working group wishes to thank the lecturers for their contributions.
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Assessment Plan Master Media Studies – March 2012
1. Framework Assessment policy The Media Studies’ assessment policy is derived from the ‘Referentiekader Toesting en Examencommissie EUR’ (March 2011). This implies that assessment in MA Media Studies has four features: 1. The programme combines two forms of assessment: Summative assessment to ascertain whether students’ performance meets the standards of the particular module (e.g., the final exam or final paper) and formative assessment informing students and lecturers about students’ progress in the module (e.g., weekly assignments). 2. All types of assessment (e.g., tests, papers, exams) conform to the quality criteria of Transparency (students are informed about content and criteria), Reliability (are the outcomes consistent, precise and reproducible?), Validity (does the test or paper measure what it aims to measure?) and Efficiency (does the information gained by the assessment warrant the time investment of students and faculty?) 3. The subsequent tasks and responsibilities of examiners (lecturers), the Examinations Board and the programme director are identified and formally embedded in MA Media Studies’ OER. 4. The assessment policy and its practices are critically evaluated in a system of internal quality care that incorporates student evaluations, an assessment protocol and a procedure for archiving assessment instruments and student’s results. In addition to the EUR Referentiekader, Media Studies’ assessment policy is organized in such a way that it is in line with the five Dublin Descriptors (1) Knowledge and Understanding, (2) Implementing Knowledge and Understanding, (3) Judgement, (4) Communication and (5) Learning Ability (JQI 2004). Didactic concept The MA Media Studies aims to offer students a multifaceted and flexible scientific programme in the field of media. The curriculum is based on an integrated focus on theory development, empirical research and the application of knowledge gained within the social context of media and communication. The didactic organisation of the programme is based on the student learning actively and independently. This approach involves an intensive interaction between lecturer and students, where the lecturer specifies the learning process, directs it and assesses performance, while students independently process the material within critically reflective frameworks that they themselves develop during the education process. The various elements of the programme combine individual work and collaborating in small teams. The curriculum combines problem-based and demand-driven education. The problem-based approach is implemented in teaching units in which students gain knowledge and skills by actively looking for scientifically sound solutions to (current) issues. Demand-driven education is characterised by step-by-step (further) development of a critical scientific approach, resulting in a well-considered scientific attitude. The education is provided in the form of Seminars (20-25 participants) and Workshops (18 participants) to emphasise interactive, independent learning. The theoretical seminars combine a problem and demand-driven approach to achieve the Knowledge (1) and Judgement (3) descriptors. Specific weekly assignments are aimed at Implementing Knowledge (2). The Method seminars are more problem-based in order to achieve descriptors 1 and 2. The Method seminars focus more on the Learning Ability (5) than the theoretical seminars. The Research workshops are problem-based by nature and, as a result, they achieve the Judgement (3) and Communication (4) descriptors, building on knowledge gained earlier in the programme. The individual MA thesis aims to integrate the five descriptors. The process starts with the MA thesis class in which, apart from development of content, the Learning Ability (5) are central. During the process, independence (supervised) increases and a problem-driven and demand-driven approach is integrated into the final product. Testing, the functions of testing and testing tools The MA Media Studies aims to test knowledge, skills and a critical scientific attitude in an integrated manner. In formative testing, students are assessed in all seminars and workshops on their oral presentations, papers and essays, and on their active participation in discussions. Assignments are used to provide students with feedback in a timely manner about their academic level and whether or not they have made any progress. Summative testing aims not only to determine the accumulation of knowledge, but also to establish whether the student is capable of
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Assessment Plan Master Media Studies – March 2012
making a personal contribution to the academic debate. As a result, the assessment is primarily based on (final) papers and presentations, and to a lesser degree on written examinations.
In the theoretical and methodological seminars, the final assessment is based on a combination of formative tests during the course and a summative final paper or final project. In the research workshop, subprojects are combined to form a complete research report. The manuscript of the individual MA thesis is assessed by the supervisor and a second assessor from among the Media Studies lecturers. The assessors independently issue an assessment based on the criteria set by the Examination Board. The second assessors are members of the MA Media Studies ‘Second Reader Panel (SRP)’ which discusses and resolves issues relating to the contents and level of theses. The SRP is an integrated part of the internal quality assurance of theses and assessment procedures.
2. Curriculum A summative or formative test is given to determine the degree to which students have achieved the learning objectives for the relevant course. In turn, the learning objectives of a particular course are linked to the programme's exit qualifications. How the learning objectives for each course and the exit qualifications for each programme relate to each other has been laid down in a so-called 'test matrix' by the working group in close consultation with the lecturers. The process was as follows. First, the working group drew up a draft matrix with the exit qualifications for the program in the columns based on the 2011-2012 Teaching and Examination Regulations (OER). The Working Group then linked the exit qualifications to the Dublin Descriptors. The curriculum components are presented in the rows. Lecturers who teach a particular course or act as course coordinator were asked to enter the learning objectives for their course. In most cases, the learning objectives for the courses were taken from the Study Guide ('Studiegids') or the Study Manual ('Studiehandleiding'). Then, lecturers were asked to indicate the relationships between the learning objectives and the exit qualifications by dividing a total of one hundred points amongst the cells of the matrix. The working group included an example in the draft matrix to clarify the procedure. The lecturers submitted the matrices for each course to their representative in the testing policy working group, which then proceeded to compile overview matrices.
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Assessment Plan Master Media Studies – March 2012
Relation final attainments and Dublin descriptors
Dublin descriptor 1: Knowledge and understanding Dublin descriptor 2: Implementing knowledge and understanding Dublin descriptor 3: Making judgements Dublin descriptor 4: Communication Dublin descriptor 5: Learning ability
Final attainments MA Media Studies
Nummer DD
Graduates from the MA Media Studies will have gained knowledge and understanding of the following: 1. Key theoretical developments, issues and discussions in the academic study of the historical and current interplay of media, culture and society, the media sector and journalism 1 2. Theory development and research regarding current policy and organisational issues and developments in the media sector and journalism 3. Key academic research methods and techniques as they apply to the media sector and journalism and their applicability
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1
Graduates from the MA Media Studies have developed academic reasoning, critical analysis and excellent oral and written communication skills. They are able to: 4. Place developments in the media sector and journalism in the wider context of historical, social, cultural, economic and technological processes 2 5. Systematically analyse complex processes and issues in the media sector 2 6. Critically analyse the work of journalists, policymakers and managers in the media sector and make a constructive contribution to journalistic, policy and organisational innovations 2 7. Interpret and analyse academic and policy research in the field of media 8. . Transfer media issues from the field into attainable and academically sound research questions
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3
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Assessment Plan Master Media Studies – March 2012
9. Independently formulate a relevant academic research question with respect to the field of media 10. Independently structure and carry out a media study using various qualitative and quantitative research methods
5 5
11. Contribute to the academic debate on the media
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12. Participate in the social and political debate on the role of media in society 13. Independently and creatively apply the skills and understanding gained to the fields of journalism and media, as well as the media and cultural policy of government agencies, businesses and institutions
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Relation learning objectives and final attainments Dublin Descriptors
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1
1
2
2
3
3
3
T1
T2
T3
T4
T5
T6
T7
T8
5
5
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T9 T10 T11 T12 T13
Vak: CH4417 Seminar Beeldvorming en Media 1 - het kritisch leren analyseren van beeldvorming(sprocessen)
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2 - kunnen reflecteren op beeldvorming in de media 3 - vanuit theoretische perspectieven begrijpen welke aspecten in dit proces een rol spelen
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5
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4 - zelfstandig klein onderzoekje uitvoeren.
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5 - in staat zijn het werk van anderen te beoordelen
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10
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Vak: CH4423 Seminar Television in Society Na voltooiing van dit seminar hebben studenten kennis over en inzicht in: 1 de belangrijkste theoretische benaderingswijzen die de maatschappelijke rol van televisie bestuderen;
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Daarnaast zijn de studenten in staat tot: 2 het vaststellen of en op welke wijze wetenschappelijke studie onderdeel vormen van specifieke benaderingswijzen; 3 het innemen van eigen posities ten aanzien van normatieve uitspraken over de maatschappelijke rol van televisie; 4 het correct gebruik van zowel wetenschappelijke bronnen als alledaagse televisievoorbeelden als onderbouwing.
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10 5 5
Vak: CH4429 Seminar Media en Culturele Globalisering Na voltooiing van dit seminar hebben studenten kennis over en inzicht in: 1 de belangrijkste theoretische perspectieven ten aanzien van de aard van culturele globalisering;
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5
5
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5
5
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Assessment Plan Master Media Studies – March 2012
2 de belangrijkste theoretische perspectieven ten aanzien van de sociale consequencies van culturele globalisering. Daarnaast zijn de studenten in staat tot: 3 het toepassen van van de theoretische inzichten in empirische studie van globalisering;
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4 kritisch en analytisch lezen van academische teksten;
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10
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5 het opbouwen van schriftelijk betoog.
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Vak: CH4430 Seminar Innovation in the Media and Cultural Industries 1 Studenten hebben inzicht in het specifieke karakter van organisatie en management van de media- en culturele industrie en 2. zijn vertrouwd met recente en culturele wetenschappelijke inzichten op dit terrein. 3 Ze weten actuele wetenschappelijke kennis kritisch toe te passen in de mediasector en; 4 alternatieven en oplossingen te vinden voor uitdagingen waar ondernemingen zich voor geplaatst zien.
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20 5
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Vak: CH4434 Seminar Productie en Gebruik van Nieuwe Media Na voltooiing van dit seminar hebben studenten kennis over en inzicht in: 1 de waarde van verschillende theoretische perspectieven op zogenaamde nieuwe media; 2 de waarde van de resultaten van (empirisch) onderzoek voor het inzicht in nieuwe media; 3 de manier waarop wetenschappelijke kennis kan worden toegepast op een relevante case study;
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4 de (feitelijke) details van de case study.
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Daarnaast zijn de studenten in staat tot: 5 het analyseren van recente en toekomstige trends met betrekking tot nieuwe media;
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6 kritisch reflecteren op de claims van onderzoekers en theoretici uit verschillende richtingen;
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7 het innemen en verdedigen van een eigen theoretische positie;
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8 het zelfstandig analyseren van een empirische case study.
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Vak: CH4401, CH4437, CH4438 Methoden van Media Onderzoek / Methods of Media Research Na voltooiing van dit seminar hebben studenten kennis over en begrip van: 1 vier veelgebruikte onderzoeksmethoden in het veld media, cultuur en journalistiek (enquete, interview, kwantitatieve en kwalitatieve inhoudsanalyse);
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Assessment Plan Master Media Studies – March 2012
Daarnaast zijn de studenten in staat tot: 2 het adequaat evalueren van deze methoden in state-of-the-art onderzoek ten aanzien van research design, meetinstrumenten, analyses en rapporteren van de resultaten; 3 het ontwikkelen van een meetinstrumenten binnen deze methoden (aan de hand van een zelf te formuleren probleemstelling);
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4 het verzamelen van data met deze methoden;
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5 het analyseren van deze data en het hierover rapporteren;
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6. kritische reflectie op het dataverzamelingsproces.
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Vak: CH4409 t/m CH 4444 Research Workshop (diverse onderwerpen) Na voltooiing van de researchworkshop hebben studenten kennis over en inzicht in: 1 de theorievorming over het onderwerp van de workshop; 2 de belangrijkste onderzoeksdesigns en methoden op het gebied van het onderwerp van de workshop.
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Daarnaast zijn de studenten in staat tot: 3 het opzetten en uitvoeren van een kleinschalig sociaal wetenschappelijk onderzoek; 4 het mondeling en schriftelijk rapporteren over de (belangrijkste) resultaten van hun onderzoek; 5 kritische reflectie op de beperkingen van hun onderzoek en de eventuele maatschappelijke implicaties.
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40 10
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Vak: CH 4405 Workshop Journalistiek 1 Basiskennis bijbrengen van journalistieke vaardigheden
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2 Praktische uitvoering journalistieke genres
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3 Basisregels voor kwalitatieve journalistiek
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4 Nieuwsproductie in webkrant
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Vak: CH4404 Keuzevak ICT, Cultuur en Samenleving 1 - de belangrijkste vraagstukken en debatten rond de opmars van ICT in eigen woorden uitleggen 2 - in eigen woorden de belangrijkste argumenten binnen de verschillende debatten uitleggen en met elkaar vergelijken. 3 - een kritische reflectie geven op ontwikkelingen in ICT-gebruik met behulp van wetenschappelijke literatuur. 4 - sociaal-wetenschappelijke begrippen en theorieën op de verspreiding en gevolgen van ICT toepassen.
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5 - mondeling en schriftelijk blijk geven van deze inzichten en reflectie.
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Assessment Plan Master Media Studies – March 2012
Vak: CH4403 Keuzevak Media en Beleid Na voltooiing van dit seminar hebben studenten kennis over en inzicht in: 1 voor het mediabeleid relevante begrippen, beleidsinstrumenten, analyseinstrumenten en theorieën 2 de belangrijkste thema’s, spelers en ontwikkelingen binnen het Nederlandse, Europese en internationale mediabeleid (o.a.). 3 Kritische reflectie op voor het hedendaagse mediabeleid relevante theorieën en ontwikkelingen
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Daarnaast zijn de studenten in staat tot: 4 het zelfstandig analyseren van mediabeleid aan de hand van beleidsanalysemodellen 5 het mondeling en schriftelijk rapporteren over de (belangrijkste) resultaten van hun onderzoek 6 kritische reflectie op huidig beleid en de huidige beleidscontext vertalen naar beleidsaanbevelingen
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Vak: CH3444 Media, Children, and Parents Na voltooiing van dit seminar hebben studenten kennis over en inzicht in: 1 de waarde van theoretische perspectieven op het aanbod van kindermedia;
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2 de waarde van theoretische perspectieven op mediaopvoeding; 3 de waarde van onderzoek naar ondersteuningsinstrumenten en -organisaties voor de mediaopvoeding
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Daarnaast zijn de studenten in staat tot: 4 kritisch reflecteren op academisch onderzoek naar mediaopvoeding;
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5 het innemen en verdedigen van een eigen theoretische positie.
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Vak: CH4451 Master Thesis Class Media Studies Na voltooiing van de MA thesis class hebben studenten kennis over en inzicht in: 1 de manier waarop ze een literatuurstudie kunnen opzetten voor een onderzoek ; 2 de manier waarop ze methoden en technieken van wetenschappelijk onderzoek naar de media-industrie en journalistiek kunnen toepassen op hun eigen onderzoeksonderwerp;
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Daarnaast zijn studenten in staat tot: 3 het vertalen van hun eigen onderzoeksinteresse en onderzoeksonderwerp naar onderzoekbare en wetenschappelijk verantwoorde probleemstellingen;
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4 het zelfstandig formuleren van een relevante en uitvoerbare wetenschappelijke vraagstelling op het gebied van hun onderzoeksonderwerp; 5 het zelfstandig schrijven van een onderzoeksvoorstel voor een mediaonderzoek zodat dit uitvoerbaar is met gebruikmaking van diverse (kwalitatieve en kwantitatieve) methoden van onderzoek en een logisch opgebouwde betoogstructuur;
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Assessment Plan Master Media Studies – March 2012
3. Test Description The didactic concept of Media Studies shows that courses generally combine formative assessment with summative assessment. Formative assessment is done regularly (e.g., weekly, bi- weekly) by (small) assignments during the 8 week course period. Students receive feedback on their assignments in order to improve their performance. The summative assessment of courses in the MA Media Studies generally amounts to a (weighted) combination of the results of assignments completed during the course (as part of formative assessment) including a large assignment at the end of the course. The courses do not have a final examination. We first provide a listing of the forms of assessment employed in the MA Media Studies. Types of Assessment Used in the MA Media Studies. Types of assessment employed during the course. These are mostly administered as formative assessment. Often the student’s grades for the in-course assignment are included in the course summative assessment. 1. Individual presentation (oral assignment) 2. Group presentation (oral assignment) 3. MC test (written assignment). A short set of MC questions. Sometimes used as a quiz in class, a mid-term test or as a mock exam. Possibly administered online (e.g., Blackboard test). 4. Open question test (written assignment). A short set of open questions. Sometimes used as a quiz in class, a mid-term test or as a mock exam. Possibly administered online (e.g., Blackboard test). 5. A test combining 3 and 4. 6. Take Home Test (written assignment). This test amounts to a set of (complex) open questions to be completed at home. 7. Small paper (200-600 words). A small paper has limited goals with respect to the processing of information. Generally, it requires students to use comprehensive sources. The specific topic is provided by lecturer. 8. Large paper (600+ words). A large paper has advanced information processing aims. Generally, independent literature searches and/or question formulation are an important part of the student's task. 9. Research proposal. Either in complete form or presented as parts, for example: Background of the proposed study, Theory, RQ, Design. 10. Practical exercise. For example, applying statistical procedures in SPSS, or a coding instrument, or creating an online questionnaire. 11. Participation during class. Both the frequency and quality of individual student’s contributions are assessed. Types of summative assessment administered at the end of a course. 1. Final paper (individual) (600+ words). Independent literature searches and/or question formulation are an important part of the student's task. 2. Final paper (collaborative) (600+ words). Independent literature searches and/or question formulation are an important part of the team’s (2-3 students) task. 3. Research report (individual or collaborative). This product reports the (theoretical) background, design and results of empirical research. It emphasizes the organization and results of the research process rather than the theoretical analysis. 4. MA thesis (individual). The production of a MA thesis also include formative assessment, because it is organized as a MA thesis class. Test formats used in the MA Media Studies The MA Media Studies aims to test knowledge, skills and a critical, scientific attitude in an integrated manner. In formative testing, students are assessed in all seminars and workshops on their oral presentations, papers and essays, and on their active participation in discussions. Assignments are used to provide students with feedback in a
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Assessment Plan Master Media Studies – March 2012
timely manner about their academic level and whether or not they have made any progress. Summative testing aims not only to determine the accumulation of knowledge, but also to establish whether the student is capable of making a personal contribution to the academic debate. As a result, the assessment is primarily based on (final) papers and presentations, and to a lesser degree on written examinations. In the theoretical and methodological seminars, the final assessment is based on a combination of formative tests during the programme and a summative final paper or final project. In the research workshop, subprojects are combined to form a complete research report. The manuscript of the individual MA thesis is assessed by the supervisor and a second assessor from among the Media Studies lecturers. The assessors independently issue an assessment based on the criteria set by the Examination Board. The second assessors are members of the MA Media Studies ‘Second Reader Panel (SRP)’ which discusses and resolves issues relating to the contents and level of theses. The SRP is an integrated part of the internal quality assurance of theses and assessment procedures. Type, content and weighting The types of test are described per course in the study manual ('studiehandleiding') and the study guide 1 ('studiegids'). Scheduling of tests The OER contains rules regarding the frequency of tests per course and the sequence of the tests. The OER is on the website. The examination timetable can be found on the website from the start of the academic year. Hard copies are also available from the Education Office and the dates are stated in the study manual for each course. Marking and submission and assessment deadlines The OER contains rules in relation to submission and assessment deadlines. The compensation scheme can be found in the OER. The weighting factor is stated in the study manual. Resit and compensation rules Both resit and compensation rules are stated in the OER. Quality assurance 2 The course evaluation includes questions about tests. The curriculum evaluation includes questions about tests and specific questions with regard to supervision 3 and assessment of a student's thesis. 4 Alumni survey Assessment forms for theses Increasing the expertise of the lecturers (the BKO basic teaching qualification) Good communication between the lecturer and the student Formal complaints procedure
4. Practical aspects of testing The practical aspects of testing are discussed in this part of the test plan. The description of the practical aspects is based entirely on current procedures and regulations. Many of the rules are taken from the OER for the study programmes, but some rules apply to all parts of EUR. 1
The study manual format is stated on the website (intranet). The course evaluation questionnaire is on the website (intranet). 3 The curriculum evaluation questionnaire is on the website (intranet). 4 The alumni survey questionnaire is on the website (intranet). 2
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Assessment Plan Master Media Studies – March 2012
Basic conditions for examinations ('tentamens') and examination reviews of a student's record ('examens') Feedback on tests The OER contains rules regarding the right of inspection and the right to a follow-up discussion. The feedback must be given within thirty days of the announcement of the student's mark. The feedback can be given orally or in writing. The type of feedback often depends on the type of tuition and the type of tests. Consistency between the content of the tuition and the type of test The Rules and Regulations ('Regels en Richtlijnen') include conditions regarding the types of test. Examples of the types of test can be found on the faculty's website. Test rules The test rules are stated in the OER and the Study Manual (type of examination, number of components) and in the Rules and Regulations (procedural rules). Fraud and plagiarism The rules regarding fraud and plagiarism are stated in detail in the Rules and Regulations and on the website. Special provisions The OER states that students with a functional impairment must be given the opportunity to take examinations in a manner adapted to suit their individual impairment as far as possible. Storing relevant testing materials There are EUR-wide conditions on this course based on the Public Records Act and the NVAO accreditation cycle: BA and MA theses are stored electronically and kept for 6 years. Written tests (examinations and essays) should be kept by the lecturer concerned for 2 years.
5. References -
J.Q.I. (2004) A report from a Joint Quality Initiative informal group. 18 October 2004. See: www.jointquality.org ‘Referentiekader Toetsing en Examencommissies’ uit: Project ‘Toetsen en Examencommissies’. Eindrappprt van de projectgroep (EUR, maart 2011) 'Handreiking Bouwstenen Toetsplan' uit: Project ‘Toetsen en Examencommissies’. Eindrappprt van de projectgroep (EUR, maart 2011)
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