Concepts of Creative Assessment
As part of Susan's C4C Research Fellowship she
undertook a research project which addressed the following
questions:
- How is collaborative group assessment in the
arts understood by lecturers and students?
- What tensions exist between an individualised
conception of creative output and an emphasis on collaborative
output?
- Is there congruence between student and
lecturer views in relation to the above?
- What are the implications of the above for
the creation and dissemination of best practice?
This
research was in response
to:
- Students’ feedback regarding group
assessment.
- The results of the National Student Survey
that point to assessment as an area for concern in the arts.
- The pedagogic challenge of individualising
marks for group activity.
- The distinctive disciplinary-based
understandings of creativity and collaboration.
- The fact that the ‘crit’ has a central
role in arts pedagogy but there is very little research that
explores this practice (for notable exceptions, see Percy 2004 or
Blair 2006).
- YSJ’s shift to an emphasis on formative
assessment at Level 1 and the need to use this policy shift to
enhance students’ first year learning experience.
- HE sector’s recognition of the importance of
understanding the first year student experience.
Susan carried out the evaluation through
student and lecturer focus groups and interviews. Various
conference and seminar events, a literature review and research
reports, as well as journal articles and academic papers resulted
from the project.
This project runs in parallel with
Susan’s collaborative project on the ‘Crit’ funded through the Art,
Design and Media Subject Centre.
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