McKie, Annamarie and Tannant, Maria (2016) ‘One step beyond' – exploring alternative methods of assessment for learning (AfL) in the creative arts. In: HEA Annual Arts and Humanities Conference 2016, 3-4 March 2016, Waterfront Hotel, Brighton, UK. (Unpublished)
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Creators: | McKie, Annamarie and Tannant, Maria |
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Description/Abstract: | Student and lecturer dissatisfaction with assessment is well reported: From the student perspective, most complaints focus on the technicalities of feedback, including content, organization of assessment activities, timing, and lack of clarity about requirements (Higgins, Hartley, & Skelton, 2001; Huxham, 2007), and from the lecturer perspective, the issues revolve around students not making use of or acting on feedback. The role of assessment in supporting diversity and variability (Eisner, 2002) remain central in terms of student learning experiences and it has become increasingly important to identify some of the conditions under which assessment supports student learning (Gibbs, 2006). In this way, it is possible to move from a culture of assessment of learning (where students passively accept knowledge) or Assessment for learning (students actively constructing knowledge and developing critical judgement) where students are seen as agents not objects of assessment? Formative and ipsative (ongoing) feedback is central to the studio learning experience in art and design, potentially giving students rich dialogic experiences, in which to become active participants in their own learning. Based on a socio-constructive paradigm, feedback is often facilitative in that it involves provision of comments and suggestions to enable students to make their own revisions and, through dialogue, helps students to gain new understandings without dictating what those understandings will be (Archer, 2010). However, whilst the benefits to student learning, are recognised, the practicalities of giving and receiving feedback remain a challenging aspect of the teaching and learning process (Blair, 2011), still typified by a dependency on the tutor and a fixation on grades. Nicol and Macfarlane-Dick (2006) explored the potential of formative assessment to shift learners away from extrinsic motivation to towards intrinsic motivation and autonomous learning. In an art and design context, this ‘learning journey’ might be characterised by student presentations, portfolio reviews, peer assessment and critiques (crits). These rich learning experiences provide students with diverse, sometimes conflicting, formative assessment points in which they are expected to be autonomous learners. Students often describe troubling accounts of these experiences: Interactive workshop which explored alternative methods of assessment through scenario-based discussion with the aim of illuminating the many challenges and tensions of assessment practice. CORE AIMS OBJECTIVES |
Item Type: | Conference or Workshop Item |
Date: | 4 March 2016 |
Event Location: | Waterfront Hotel, Brighton, UK |
Uncontrolled Keywords or tags : | active learning, formative feedback, autonomous learning, feed-forward, reflective, assessment |
Schools: | Other Departments > Human Resources Other Departments > Library & Student Services |
Depositing User: |
Maria Tannant
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Date Deposited: | 15 Mar 2016 09:27 |
Last Modified: | 15 Mar 2016 09:27 |
URI: | https://research.uca.ac.uk/id/eprint/3019 |
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