learning and teaching 27 May 2010ADM Assessment in the studio Hilaire Graham Dean Learning and Teaching

learning and teaching 27 May 2010ADM Theories of assessment: Purposes of assessment: why assess? –Enhancing student learning –Measuring student achievement (Light p170) linking teaching and assessment by a concept of educational quality (Ramsden p178)

learning and teaching 27 May 2010ADM Assessing in the studio: –Implicit practices –Initial assessment –Continuous process –Making assessment more explicit and transparent

learning and teaching 27 May 2010ADM Implicit practices –Assumptions about assessment

learning and teaching 27 May 2010ADM Describe common assessment practices in your studio…….as gathered in the discussion: –The crit (wall crits/ post it reviews/ anonymous voting) –Online wiki (students map evidence ot LO’s) –Verbal presentations (seminar) – use of a checklist –learning journals –Peer assessment and group assessment –Written reports –Research portfolio –Performance (develop and execute) –Reflective reviews –Q and A session

learning and teaching 27 May 2010ADM ……..and in the sector: –FE –HE (see Bloxham and Boyd 2008 p205)

learning and teaching 27 May 2010ADM Initial assessment –Initially What happens when you meet a new group of learners: teacher/student/syllabus…… Student starting points of ability…… What assumptions are we as staff making about the cohort and the individuals in the cohort How do we challenge students to go beyond their expectations

learning and teaching 27 May 2010ADM Formative assessment: –is where the purpose is to get an estimate of achievement which is used to help in the learning process (Light p170) Summative assessment: –is assessment which produces a measure which sums up someone’s achievement and which has no other real use except as a description of what has been achieved (Light p170)

learning and teaching 27 May 2010ADM Continuous process –From day 1, formatively, –During a session, in conversation…. –Via work in progress….. –Crits…. –To summative assessment

learning and teaching 27 May 2010ADM Formal assessment –takes place when it counts towards a qualification (Hillier p 168) Informal assessment –takes place all the time and provides information to you when you go about planning future sessions and activities (Hillier p168)

learning and teaching 27 May 2010ADM What are we assessing in the studio? [from the discussion]: –Curiousity about everything –Subject knowledge (know how) –Process (product v. presentation) –Interpretations, passion, lateral thinking, criticality –Engagement, intention and outcome –Staff expectations (standards?) –Creativity, risk-taking, motivation

learning and teaching 27 May 2010ADM Constructive alignment: design the learning methods before the assessment tasks OR focus on assessment first to ensure that learning methods align well with assessment design assessment tasks so that learners can demonstrate if they have met the learning outcomes it should be possible to trace the learning from aims, through outcomes to assessment and grading

learning and teaching 27 May 2010ADM Assessment for learning: Involves a two way dialogue between student and teacher –Listening to the other –Using what is said to inform the learning process (Black, Harrison, Lee, Marshall, William 2008)

learning and teaching 27 May 2010ADM Making assessment more explicit and transparent –Feedback about….. –Feedback with reference to…. Outcomes Assessment requirements, and Criteria

learning and teaching 27 May 2010ADM Feedback: –Timely –Written/verbal –Amount –Encouraging –Style

learning and teaching 27 May 2010ADM How can we enhance our assessment and feedback practice in the studio…….? –Listen to the students –Let students set criteria…

learning and teaching 27 May 2010ADM Summary –Discussion about our values underpinning ‘implicit’ judgements –The idea of initial assessment –A continuous process of assessment –Making assessment transparent and explicit

learning and teaching 27 May 2010ADM Outcome –Reflection on your own/team practice in assessment in the studio –Awareness of distinctive practice of assessment in creative arts Thank you!

learning and teaching 27 May 2010ADM Bibliography Black, P, Harrison, C, Lee, C, Marshall,B, and William, D (2008) Assessment for Learning, Open University Press, Maidenhead Bloxham, S and Boyd, P (2007) Developing Effective Assessment in Higher Education, Open University Press, Maidenhead Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. Continuum, London Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education. Sage, London Ramsden, P. (2003) Learning to Teach in Higher Education, 2nd edition, RoutledgeFalmer, London (electronic version available via Ebrary)