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Self Assessment can be through written, verbal, and recorded images.
Peer Assessment can be through group work, seminars and marking schemes.
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http://www.nacada.ksu.edu/AssessmentInst/2008/images/Assessment.JPG
how to assess
• Go through Learning Outcomes with students • Developing higher level skills, cognitive skills, (not competency skills)
• Too much assessment = too much surface approach
• Try not to have all assessments end of term
• Traditionally tutor feedback has been verbal - can be written / recorded / videoed so that students can work on feedback
• You can devise other types of feedback, peer groups assessment, seminars, activities
• "Accommodated Assessment" means having with special needs e.g dyslexic, deaf, disability.
• Tutors have a rich language when they talk about students work / videoed feedback and students can replay this discussion.
why we assess?
We access in order to
• Develop critical ability
• Become an independent learner
• Support students
• Develop marking schemes
• prompt questions
BASIC STEPS
1) What do you want your students to learn?
2) How you are going to help them to learn?
3) How wiil you access it?
different types of assessment
PEER ASSESSMENT
• Critical Seminar with others
• Group Projects
• Support students
• Marking Schemes
SELF ASSESSMENT
• written
• verbal
• images
GROUP WORK
• makes you learn about problems solving
• makes you learn about group dynamics
• group projects can put into context what you have learnt
• need needs to be monitored by teacher
Bibliography / Papers (http://scholar.google.co.uk)
* Cordelia Bryan, papers on group work
* Graham Gibbs, papers on group work
* Developing Effective Assessment in HE: A practical Guide, Sue Bloxham / Pete Boyd Some References for Assessment in Art and Design
* Blair, B (2006) Enhancing Curricula: contributing to the future, meeting the challenges of the 21st century in the disciplines of art, design and communication. Lisbon, Portugal, CLTAD, centre for learning and teaching in art and design
* Blair, B (2006). Perception, interpretation, Impact: An examination of the larning value of formatative feedback to students through the design studio critique. Theses. Institute of Education, University of London.
* Bryan, C. and K. Klegg (Eds) (2006) innovative Assessment in Higher Education, Routeledge, London
* Eisner, E.W (2003) Reshaping Assessment in Education. In Scott, D. (Ed) Curriculum Studies. Routeledge, London pp 242 - 258.
* Gibbs. G. (1995) Learning in teams: a tutor guide. Oxford: Oxford Centre for Staff and Learning Development.
* Orr, S. (2006). Studio based mark agreement practices: the said and the unsaid. In Davies, A (Ed) Enhancing Curricula: contributing to the future, meeting the challenges of the 21st century in the disciplines of art, design and communication, Lisbon, Portugal, CLTAD
* Price, M., B O' Donovan, et al. (2003). Improving Students'Learning by Developing thier Understadning of Assessment Criteria and Processes. In Rust, C. (Ed) Impoving Student learning: Theory and Practice - 10 years on. Oxford, Oxford Brookes University, Oxford Centre for Staff and Learning Development.
* Shreeve, A., S. Bailey, et al. (2003). Students' approaches to the "research" component in the fashion design project: variation in students' experience of the research process. Art, Design adn Communication in higher Education 2(3): 113-130
* Shreeve, A., J. Baldwin, et al. (2004). Variation in Student Conceptions of Assessment. In Rust, C. (Ed) Impoving Student learning: Theory and Practice - 10 years on. Oxford, Oxford Brookes University, Oxford Centre for Staff and Learning Development. Communities of practice: Lave, J. and E. Wenger (1991). Situated Learning. Legitimate peripheral participation. Cambridge, Cambridge University Press. Wenger, E. (1998). Communities of practice. Learning meaning and identity. Cambridge, Cambridge Univerisity Press.
