No abstract

No abstract

No abstract

This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published versionORR, Susan and BLOXHAM, Sue (2013). Making judgements about students making work : lecturers' assessment practices in art and design. Arts and Humanities in Higher Education, 12 (2-3), 234-253. Copyright and re-use policy AbstractThis research study explores the assessment practices in two higher education art and design departments. The key aim of this research was to explore art and design studio assessment practices as lived by and experienced by art and design lecturers. This work draws on two bodies of pre existing research. Firstly this study adopted innovative methodological approaches that have been employed to good effect to explore assessment in text based subjects (think aloud) and moderation mark agreement (observation). Secondly the study builds on existing research into the assessment of creative practice. By applying thinking aloud methodologies into a creative practice assessment context the authors seek to illuminate the 'in practice' rather than espoused assessment approaches adopted. The analysis suggests that lecturers in the study employed three macro conceptions of quality to support the judgement process. These were; the demonstration of significant learning over time, the demonstration of effective studentship and the presentation of meaningful art/design work. Introduction: Studio based PedagogyThe studio is at the heart of art and design education in higher education. Typically undergraduate art and design students are set open-ended project briefs that direct the development of their individual art/design practice. This project centered learning approach is a defining element of studio based pedagogy. Students interpret the project brief and carry out research and development activity that culminates in the submission of a body of work. This pedagogy can be characterised as 'self directed [..] and very free form curriculum' (Svensson and Edstrom (2011, 1). At different points over the course of study there will be studio Crits. The term Crit describes studio based formative or summative feedback in small or large group situations with students and lecturers (Blythman, Blair and Orr 2008). These Crits offer an opportunity for staff and students to discuss and evaluate the work.