For the three case studies, I have:
- Given a brief background of my teaching context:
- Presented a thorough evaluation of the issue, drawing on (e.g.) my own experience, feedback from students, colleagues’ perspectives, and ideas from the literature.
- Identified implications and specific actions arising from the evaluation.
- Committed to next steps through e.g. a timed action plan:
- Used links and cited sources where appropriate, with a terminal reference list in the Harvard style.
- Added each case study to my blog here:
I teach on the Diploma in Professional Studies which is a one year sandwich course in between years 3 and 4. Its aim is to give Students practical mentorship and guidance into careers and employability and to continue support their academic writing and critical thinking ahead of their fourth year after they’ve worked in industry.
The issue is lots of assessments on top of full time work causes frustration among the students and doesn’t always feed into their summative assessment. some feel there are unnecessary irrelevant deadlines and projects like live briefs (to support those that haven’t yet gained a placement) to get the experience needed.
Actions to resolve this are to add a half way mark deadline for the video submission for the formative assessment supported by a SIP WIPin person peer to peer crit session to keep their work relevant and able to feed into the final formative assessment. 2 mins of the 5 min film that’s assessed is then complete half way through the year.
Timed action plan is to introduce 3 touch points to feedback on the 5 min film before the summative assessment (it can be included in the two formative assessments) and also 121s and group SIP WIP crits.
Reflection from todays session:
3A 26 Feb
Experiences, insights and expectations for learning outcomes workshop on Miro
My memorable experience related to assessment as a learner was:
As a learner getting assessment feedback from industry mentors was really valuable because of their different perspectives and had interesting constructive constructive criticism
My personal insight or valuable lesson I’ve learned about he educational assessment of creative work was:
Becuase we are visual people and learners it can be recorded and not always in a traditional format to assess creative work
My hope or expectation for the future of assessment in the arts was:
I think hopefully there would be more onus on the professional practice element, the degree show, the portfolio rather than the actual grade
Using Miro is a good way of getting multiple ideas and conversations to discuss and edit together as a collaborative activity
Feedback post it note activity:
Constructive alignment, authentic assessment and summative and formative assessment.
Thinking about my role and interplay of feedback in assessment.
The different types of feedback students receive in HE are:
Formative summative, 121 group crits, speed portfolio mentor feedback, industry live brief crits
The types of tools and methods we use to provide feedback are:
video recording of our 121 verbal feedback as a crit
How do you provide feedback to students in your role?
121 crits and mentoring
group crits
live briefs with peer reviews
Body language – unwritten feedback and response
Expression on somebody’s face
Enjoyed this activity as it makes you think more broadly
Discussing the reading I chose:
Author’s name: Kate Brooks
Institution: University of the West of England, Bristol
Title of article: ‘Could do Better?’: students’ critique of written feedback
Keywords: summative written feedback; humanities; essays
If we DO want students to learn to engage more effectively with feedback, we need to
consider how handing work back without offering the opportunity to discuss it, or
acknowledging the potential tension of the assignment hand back, can give a powerful
message that, as one student put it:
Prompt questions:
share the following for your selected reading
What is it and why did you select it?
What is interesting about it?
What action might it inspire you to take?
Ask your peers what they think about what you’ve shared.
Learning outcomes resources
UAL teaching and learning resources:
https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/resources
Designing Learning guides:
https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/resources/designing-teaching
Teaching and Learning Resources
Explore practical guidance on curriculum design, teaching practices and inclusive assessment and feedback.
Crafting Learning Outcomes https://www.arts.ac.uk/__data/assets/pdf_file/0027/190395/Course-Designer-4-Crafting-Learning-Outcomes-PDF-255KB.pdf
Case study 3
Build your case study
How you support diversity
(Language refs)
Examples on the miro board for headings structures etc
As a starter – journals you might want to look at:
UAL Creative Teaching and learning journal https://sparkjournal.arts.ac.uk/index.php/spark
Art, Design & Communication in Higher Education (Journal) – Intellect
The Journal of Higher Education – Taylor and Francis
Journal of Learning Development in Higher Education https://journal.aldinhe.ac.uk/index.php/jldhe
What are you reading?
Miro link
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