Harland_and_Sawdon[1].pdf (1.14 MB)
Download fileFrom fail to first: revising assessment criteria in art and design
journal contribution
posted on 2012-04-30, 08:30 authored by Robert G. HarlandRobert G. Harland, Phil SawdonThis article serves two purposes. First, it explains a review and development process for
revising the application of assessment criteria for undergraduate art and design students
in the United Kingdom. Second, it makes data generated by the process available for use
by others. These data consist of keywords used to locate student learning across the
numerical scale of marking typically employed in higher education art and design
assessment procedures, and six different ways that this numerical scale has been used.
Additionally, student participation in the development process is explained. Discussion
about the process acknowledges the emergence of learning, meaning and identity in a
social theory of learning, and the importance of assessment literacy in the development of
pedagogical intelligence. The article will be of interest to those concerned with the
development of assessment criteria in art and design, and how this might be improved
through consistent use and formatting of criteria for use in formative and summative
feedback mechanisms.
History
School
- The Arts, English and Drama
Department
- Arts
Citation
HARLAND, R.G. and SAWDON, P., 2012. From fail to first: revising assessment criteria in art and design. Art, Design and Communication in Higher Education, 10 (1), pp. 67 - 88.Publisher
© IntellectVersion
- AM (Accepted Manuscript)
Publication date
2012Notes
This article was published in the journal, Art, Design and Communication in Higher Education [© Intellect] and the definitive version is available at: http://dx.doi.org/10.1386/adch.10.1.67_1ISSN
1474-273XPublisher version
Language
- en