How can grading in creative arts higher education be more inclusive to facilitate learning?

Bell, Alexander and Bragadottir, Hrefna and Lacey, Liam and Payne, Rob and Sood, Preeti (2024) How can grading in creative arts higher education be more inclusive to facilitate learning? In: VOICE Conference 2024, 3 July 2024, University for the Creative Arts, Epsom, Surrey. (Unpublished)

Creators:
Bell, Alexander and Bragadottir, Hrefna and Lacey, Liam and Payne, Rob and Sood, Preeti
Description/Abstract:

Creative education faces challenges with traditional grading systems that emphasise uniformity over inclusivity, often stifling originality and creativity. This study critiques these grading practices and their impact on student motivation, mental health, and mindset. Through mixed-method research, including surveys and interviews with industry experts, it explores alternative and inclusive assessment methods such as ungrading. Findings highlight the importance of inclusive, student-centred approaches that prioritise facilitation, feedback, self-reflection, and autonomy to enhance intrinsic motivation and creativity. Recommendations include a radical shake-up to assessment practices in collaboration with industry and policy makers, professional development for educators, and integrating assessment literacy and feed-forward feedback into curriculum to support student-centred learning environments.

Item Type:
Conference or Workshop Item
Official URL:
https://heyzine.com/flip-book/5b532daa53.html
Date:
3 July 2024
Event Location:
University for the Creative Arts, Epsom, Surrey
Uncontrolled Keywords or tags :
grading, ungrading, creative education, higher education, quality assurance, assessment, alternative assessment, inclusivity, equity, critical pedagogy, growth mindset, student-centred learning, facilitating learning
Schools:
Other Departments > Library & Student Services
Depositing User:
Alexander Bell
Date Deposited:
02 Aug 2024 15:34
Last Modified:
02 Aug 2024 15:34
Bell, Alexander:
ORCID iD: https://orcid.org/0009-0004-1312-4536
URI:
https://research.uca.ac.uk/id/eprint/6364

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