Educational Assessment MA
ELIGIBILITY CRITERIA FOR APPLICANTS
GENERAL INFORMATION
About the programme
Students attaining a Master’s degree in this programme will possess specialized expertise that enables them to engage in educational research and development across various domains of educational theory and practice. Graduates of the Master's programme in Educational Assessment will have the qualifications and competencies necessary to contribute meaningfully to both formal and non-formal education in organizing and implementing tasks (including training, continuing education, and retraining), undertaking diverse responsibilities in educational institutions, governmental and municipal authorities, professional service providers, employment centers, non-profit organizations, as well as social and religious institutions and educational enterprises, in higher education and research organizations. Their expertise can contribute to developing the framework and the design of educational research projects; organizing them; analyzing their results and communicating their findings.
Who should apply?
Applications are accepted from bachelor’s and master’s graduates (eligibility criteria are listed below). Both oral and written competence in the English language is required for entry into the programme. The programme is recommended for those who
- wish to gain a comprehensive overview of educational assessment,
- would like to develop their research skills
- further their expertise by becoming familiar with the newest research methods and findings,
- wish to understand the nature of processes of educational attainment and progress and the methods and instruments with which they are examined.
ELIGIBILITY CRITERIA FOR APPLICANTS
Former studies
National regulations define two alternative requirements regarding previous studies for eligibility to apply. Either (1) or (2) below must be fulfilled.
Validation of work experience is not possible in lieu of higher education studies.
The original diploma and diploma supplements (transcripts) must be submitted as well as their certified English translations when applying.
(1) The following graduates may be admitted to the master's program without a review of credits earned in their previous studies:
- - those with a bachelor's or a college-level degree in Andragogy; Conductive Education; Social Pedagogy; Primary School Teaching; Pre-School Teaching; Special Needs Education; or Infant and Early Childhood Education
- - those with a qualification for teaching in secondary education from bachelor's or master's degree programs
- - graduates of all social science bachelor’s programs
- - graduates of all liberal arts bachelor’s programs
- - graduates of bachelor’s programs in economic data analysis
(2) For graduates of other programs, admission to the Educational Assessment master's program is conditional on a bachelor degree and the prospective student having earned a minimum of 50 credits (50 ECTS credits or the equivalent 1500 hours of study in and outside the classroom) in Pedagogy, Psychology, Andragogy, Sociology, Law, Social Sciences, Economics, and/or Health Sciences.
A review of the prerequisite studies is part of the admission procedure. However, such a review can be requested before submitting the application. (Inquiries should be sent to Dr Edit Katalin Molnár via email at: molnar@edpsy.u-szeged.hu with the scans of the relevant diplomas and diploma supplements/transcripts attached or linked).
Language requirement
Accepted proof of proficiency: FCE, CAE or CPE, IELTS 6.5+ or TOEFL 90+
Certificate of English Language of B2 / C1 level of proficiency, issued by an accredited language centre after a successful four-skill examination of English. TELS, Euroexam, LanguageCert, Cambridge First Certificate, Certificate of Advanced English, or Korean College Scholastic Ability Tests (English Language results between 1-4) are equally accepted as proof of English proficiency.
Duolingo Tests are NOT accepted.
If the applicant graduated from a higher education program (at least 4 semesters) where the medium of instruction was English, these former studies can be accepted as proof of English proficiency instead of the results of a proficiency test. In this case, the applicant must submit an official statement from the Registrar's Office of the higher education institution that issued the diploma stating the medium of instruction.
PROGRAM INFORMATION
Timewise
- September intake only, fall semester: September–January, spring semester: February–June.
- 4 semesters = 120 ECTS credits
1 credit = 30 study hours (including work in and outside class)
The 120 credits of the programme include 20 credits of research and thesis writing.
|
Courses
|
semester
|
type
(l: lecture, s/p: seminar or practice) |
|||
|
1.
|
2.
|
3.
|
4.
|
||
|
credit
|
|||||
|
Foundation subjects
|
28
|
8
|
|
|
|
|
Digital tools in education
|
3
|
|
|
|
s/p
|
|
Digital tools in educational assessment and research
|
3
|
|
|
|
s/p
|
|
A problem-based overview of the history of education
|
3
|
|
|
|
l
|
|
Mathematics for educational research
|
4
|
|
|
|
s/p
|
|
Introduction to educational research methodologies
|
4
|
|
|
|
l
|
|
Academic reading
|
3
|
|
|
|
s/p
|
|
Cognitive psychological foundations of theories of knowledge and learning
|
4
|
|
|
|
l
|
|
Introduction to educational assessment
|
4
|
|
|
|
l
|
|
Qualitative and quantitative research methods in Education
|
|
4
|
|
|
l
|
|
Computer-based statistical analysis
|
|
4
|
|
|
s/p
|
|
Core subjects
|
|
20
|
28;
|
28;
|
|
|
Theories of Learning and Instruction
|
3
|
|
|
|
l
|
|
The Sociology of Education
|
3
|
|
|
|
l
|
|
Planning and Assessment in Educational Practice
|
|
3
|
|
|
l
|
|
The Facilitation of Learning and Instruction
|
|||||
|
Methods and Strategies of Learning
|
|
3
|
|
|
s/p
|
|
The Development of Skills and Abilities
|
|
|
|
3
|
s/p
|
|
|
|
|
|
|
|
|
Specialisation in
Early Childhood Education |
|
|
|
|
|
|
A Problem-Based Overview of the History of Education
|
|
3
|
|
|
l
|
|
Skills Development in Early Childhood
|
|
3
|
|
|
l
|
|
Educational Planning and Assessment
|
|
3
|
|
|
l
|
|
The Psychology of Early Childhood
|
|
3
|
|
|
l
|
|
Statistical Analysis
|
|
4
|
|
|
s/p
|
|
Learning Motivation
|
|
3
|
|
|
l
|
|
Education for children with atypical development
|
|
|
|
3
|
s/p
|
|
Educational Diagnostics
|
|
4
|
|
|
s/p
|
|
On-site Observations (Kindergarten)
|
|
|
3
|
|
s/p
|
|
Computer-based Statistical Analysis
|
|
|
3
|
|
s/p
|
|
Methods of Social and Emotional Education
|
|
|
|
3
|
s/p
|
|
Fostering Cognitive Skills
|
|
|
|
3
|
s/p
|
|
On-site observations (School)
|
|
|
|
3
|
s/p
|
|
|
|
|
|
|
|
|
Specialisation in
Assessment and Evaluation |
|
|
|
|
|
|
A Problem-Based Overview of the History of Education
|
|
3
|
|
|
l
|
|
Statistical Analysis
|
|
4
|
|
|
s/p
|
|
The Psychology of Assessment
|
|
3
|
|
|
l
|
|
Educational Planning and Assessment
|
|
3
|
|
|
l
|
|
Questionnaires in Educational Research
|
|
|
|
3
|
s/p
|
|
Curricula and Standards
|
|
3
|
|
|
l
|
|
Test Theory
|
|
3
|
|
|
l
|
|
Test Development
|
|
|
4
|
|
s/p
|
|
Computer-based Statistical Analysis
|
|
|
3
|
|
s/p
|
|
The Evaluation of Programmes and Institutions
|
|
|
|
3
|
s/p
|
|
Exams and Examination Systems
|
|
|
3
|
|
l
|
|
System-Wide Assessment
|
|
|
|
3
|
s/p
|
|
Item and Task Writing
|
|
3
|
|
|
s/p
|
|
|
|
|
|
|
|
|
Specialisation in
Compensatory Education |
|
|
|
|
|
|
A Problem-Based Overview of the History of Education
|
|
3
|
|
|
l
|
|
Statistical Analysis
|
|
4
|
|
|
s/p
|
|
Qualitative Research Methods
|
|
|
3
|
|
s/p
|
|
Special Educational Needs
|
|
3
|
|
|
l
|
|
Helping Professions in Education
|
|
3
|
|
|
l
|
|
Inclusive Education Systems and Classrooms
|
|
3
|
|
|
l
|
|
Developmental Disorders
|
|
|
3
|
|
l
|
|
Individualised and Differentiated Education
|
|
|
|
3
|
s/p
|
|
Gifted Education and Fostering the Development of Abilities
|
|
|
|
3
|
s/p
|
|
Equal Opportunity in Education
|
|
3
|
|
|
s/p
|
|
Educational Diagnostics
|
|
4
|
|
|
s/p
|
|
Preventive Measures
|
|
3
|
|
|
s/p
|
|
On-site Observations
|
|
|
|
3
|
s/p
|
|
|
|
|
|
|
|
|
MA thesis
|
|
|
|
|
|
|
Thesis writing 1.
|
|
|
10
|
|
s/p
|
|
Thesis writing 2.
|
|
|
|
10
|
s/p
|
|
|
|
|
|
|
|
|
Elective courses
|
|
|
|
|
|
|
Elective Course 1 (Education, Master level course)
|
|
|
2
|
2
|
s/p
|
|
Elective Course 2 (Education, Master level course)
|
|
|
3
|
3
|
s/p
|
|
Elective Course (any Master level course)
|
|
|
2
|
2
|
s/p
|
|
|
|
|
|
|
|
|
Field visits
|
|
|
|
|
|
|
Field visit
|
2
|
|
|
|
s/p
|
|
Field work
|
|
3
|
|
|
s/p
|
|
|
|
|
|
|
|
Note: l= lecture, s= seminar, p=practical course; elective courses are recommended to be taken in semesters 3 and 4.
ADMISSION PROCESS
The applications are open from December/January until April 30. Admission interviews are organised from March through May.
For fee-paying (self-financing) applicants, all technical and financial details are available on the application site. Click APPLY HERE to learn more and start your application.
Check if you are eligible to apply for a Hungarian state scholarship:
This is a competitive scholarship that covers tuition, insurance, contribution to housing, and a modest contribution to living expenses; it also covers the university application fees. Note that an application to Stipendium Hungaricum includes the application to a university program (i.e., one application includes everything).
Admission interview
The admission interviews are organised by the Institute of Education.
Applicants are required to take an oral interview (in person or online), which consists of two parts:
(a) The applicant must prepare and give a 10–15 minute oral presentation of their own synthesis of an issue in Education.
For this, the applicant must choose in advance an issue they find important or intriguing in education. They must choose three publications they find most relevant to the understanding of this issue base their discussion on these. (Visual aid, e.g., a PowerPoint presentation, may be used but is not obligatory.)
(b) The applicant must answer the questions the exam committee members ask them regarding the issue and the presentation.
The decision of the admission committee is communicated officially in writing on the admission site.
CONTACT
If you still have questions, please contact
Edit Katalin Molnár, PhD at molnar@edpsy.u-szeged.hu
Please note that Saturday and Sunday are not workdays in Hungary.
