Contextual Background
In the course I teach on, students are required to complete what is titled a ‘Process and Research Document’ on submission of each unit activity. This document requires the students to describe all the different stages of their project development, up to the final outcome, in a prescriptive way. It is assessed and contributes to the unit grade. However, it is not an accessible document, and it is not inclusive of different ways of learning. The prescriptive structure of the document limits the way that we can give feedback to support the students.
Evaluation
Assessment through this document is one dimensional and doesn’t allow for all the students to experiment with different ways of showcasing their work. Reflection is a big part of the learning process, but the students don’t understand how to reflect on their work and how it is being assessed. Their focus during the learning is to produce work and record the process to fulfil the assessment criteria. This has been a big struggle for me as it is something I don’t have the authority to change within the assessment of my own unit assignments. I try to support the students by offering 1-1 tutorials in which we break down the learning outcomes and assessment criteria. We also look at examples of reflective practice and what it means for their learning and progress.
Moving forwards
In an ideal world I would remove this form from the assessment process and allow the students to have more ownership of their learning. Lindström suggests that effective assessment in arts education requires a multidimensional approach that aligns with the diverse objectives of arts education. (Lindström, 2012). This needs to be considered more within this particular scenario.
Peer to Peer feedback: More opportunities for peer-to-peer interaction and feedback should be included. This will allow students to explore learning outcomes together with the support of their tutor. This is something I experienced myself as part of the microteaching session as well as the peer observation. I found it extremely valuable to my learning journey.
Self-assessment: Facilitating talks about self-assessment and how to critically evaluate, identify strengths and weaknesses, and set aims for improvement; reflect on their learning processes, challenges and achievements. Peer to peer feedback and self-assessment can work really well together.
Portfolios: As part of my role, I run a lot of portfolio advice sessions and surgeries for students who are preparing to progress to degree level study. This includes students at the LCC who are studying the CertHE course. Portfolios are a valuable form of assessment when the students are allowed to build them in their own way, without a prescriptive template to limit their creativity and self-expression.
Showcase: Include more informal showcases to allow the students to explore the different ways they can portray their work. This is a significant skill to have and plays a large part in their professional development. They will be able to have more ownership of their assessment and allow for more opportunities to have peer to peer interaction.
References
Bradshaw, P. & Hickman, J. & Jones, J. ‘Stories & Streams: overcoming the student as consumer mindset through peer-to-peer learning’ Networks (18) Available at: http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/stories-and-streams-overcoming-the-student-as-consumer-mindset-through-peer-to-peer-learning (Accessed: 20 March 2024)
Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’ Networks (18) Available at: http://arts.brighton.ac.uk/projects/networks/issue-18-july-2012/learning-outcomes-and-assessment-criteria-in-art-and-design.-whats-the-recurring-problem (Accessed: 10 March 2024)
Lindström, L. (2012), Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study, Available at: https://onlinelibrary.wiley.com/doi/10.1111/j.1476-8070.2012.01737.x (Accessed: 10 March)
Nicol, David J. and Macfarlane-Dick, Debra(2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31: 2, 199 — 218 http://dx.doi.org/10.1080/03075070600572090