TPP – Curriculum design & assessment, teaching strategies (24/26/28 Jan)
“Learning outcomes and assessment criteria in art and design. What’s the recurring problem?”, by Allan Davies
‘At the end of the report and by way of recommendation, the authors suggested ‘there is a widespread need to improve the definition of assessment criteria, to relate them to published learning outcomes and to use them consistently’ (QAA, 2000, Section 69, Conclusion).’
Urged ‘institutions to ensure that ‘assessment tasks and associated criteria are effective in measuring student attainment of the intended learning outcomes’ (Section 6: Assessment of Students).
LO’s should be non-ambiguous & aligned to assessment critera.
*Both Rowentree & Briggs stressed this in their works.
However, ‘the over-specification of outcomes for the purpose of measurement can be counter-productive in art and design and other creative disciplines’.
What he is saying seems to be that there are benefits of creative education that aren’t able to be identified or captured through objective assessment?
QAA (2011) suggested that, where generic learning outcomes & assessmemt critera are used, there’s a missed opportunity for module / subject-specific learning to be assessed.
However generic or ambiguous learning outcomes can be interpreted in ways that are specific to the course or topic. Is this a good or bad thing? Probably both.
Ike mentioned the lack of assessment at the RA (in terms of grading) he felt it took a lot of pressure of both staff & students and allow for more exploration. But some students are really concerned with their grade.
He suggests that telling students their learning outcomes is not enough to give them a clear picture of what they will learn and do.
Also, that detail can be a personalised journey in arts education. Assessment is of course connected to the value systems of the; educator/institution industry/society.
UAL Assessment Criteria //
- Enquiry (research & reflection)
- Knowledge (exploration of the wider context)
- Process (journey of learning…. development)
- Communication (telling the story of your learning & making)
- Realisation (the work you produce & what this reveals)
Course Designer
UAL Course Designer Toolkit:
https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/resources/designing-teaching
My Notes;
Sections;
Core Visions & Values
Defining Course Aims
Crafting Learning Outcomes
Designing Inclusive Assessment
Summative usually being an assessment of learning, Formative more commonly being assessment for. And assessment as learning refers to involving students directly in their own assessments. (would this include peer assessments?)
Also, diversity in assessment is important (i.e my Herts Sem A assignment/assessment of Reflective Journal & Visual Outcome.)
Course Structure
WORKSHOP //
Can you separate learning & experience.. if so, can you assess experience?
Can you measure energy or feeling in the educational environment?
Who or what is assessment for? (in the context of students as customers & league tables etc).