This session was focused on Experiences, Insights & Expectations in relation to assessment. We were invited to think about a memorable experience related to assessment, either as a teacher or a learner; to summarise a personal insight or valuable lesson we learnt about the educational assessment of creative work; and to share a hope or expectation for the future of assessment in the arts.
On reflection, it was interesting to see the variety of memories we all had. Some connected to our teaching practices and some to our journey as learners too.
We seemed all on the same or very similar space. We all care about being constructive and structuring feedback by firstly pointing out the positives and then focusing on how to improve on current work. One of the things that stood out to me was “to be as specific as possible” which is something I always try to achieve since the responses are different but the deliverables are the same for all.
Very interesting similarities on how we fell. We all mostly hope to focus on marking without grades. Focusing on aspects that can be improved without having to position where the student stand at that time on a grade system.
Theories of Assessment
Constructive Alignment, Authentic Assessment, Formative vs. Summative Assessment
Constructive Alignment: it made me think of how we structure units and its lesson plans/slide presentations. We present content, build knowledge, prompt interactions for reflection and aim at developing criticality and skills through monitored activities in class. The deliverables for each unit are broken down in sessions and students have the opportunity to create their responses in class as they move forward in each module.
Authentic Assessment: we structure the learning picturing students in real-world situations. I am a firm believer that they should learn and develop skills that will be useful and make them employable. In addition to that, we also nurture the reflection on intersectionality and positionality within industry aiming at their achievement beyond the artefacts they are creating, but focusing on how it engages and it is contextualized within the social, cultural, economic, environmental and political agendas.
Formative vs. Summative Assessment: in our weekly design sessions, we have 1-2-1 tutorials with students to offer formative feedback that is ongoing and developmental. Crits are also another method of formative we engage with a closer emphasis on being industry-ready on how to present work in progress. In Summative, I always remind students that the feedback is to be applied moving forward, and considered in future units/projects.
Feedback Activity
Based on the above learning, we gathered with peers to discuss and answers the following questions:
My contributions are highlighted in circles, and they capture similar responses from peers.
This session was really valuable for me in unpacking our thoughts about assessment, especially because I am currently in the midst of assessing. On reflection, I get really involved with assessment because when I was a student (still am), I truly value what my tutors have to say and take that seriously. When assessing my students, I don’t lose sight of my commitment in making sure they are improving but also my responsibility regarding the weight certain words carry.
I remember when I graduated from my BA, that was 13 years ago, and one of the tutors I respected the most told me I was rubbish at drawing and shouldn’t continue to pursue that and focus on something else. That really stood with me and undermined my confidence in drawing. I only started drawing again a couple of years ago and I quite like my “rubbish looking” drawings – but it took a while to get here. That said, I am always encouraging, supportive of their ambitions and push students to believe that they can achieve anything – which has seemed to work and contribute to their improvement unit by unit.