Assess and give feedback for student learning
Introduction & Background
I am an AL on MA Global Collaborative Design Practise, my role involves giving feedback for learning and awareness of the course assessment criteria.. A new course which is evolving rapidly as it finds its place in the joint honours space. UAL and Kyoto Institute of Technology work in partnership to award the students honours from both universities. The formal assessment criteria differs between awarding bodies. MA Global Collaborative Design Practise attracts a diverse range of students from all over the world. As a creative practitioner, I was recruited to share my experience in generating income in the global creative industries and my long relationship with local groups and charities in Camberwell.
Evaluation
As a AL with many years of industry experience, it is challenging to find the balance between feedback internally and what would be expected externally. My experience of recruiting graduates and mentoring them until competent and confident enough to deliver their own ideas. Combined with my experience and involvement with the assessment process on MA Global Collaborative Design Practise, has driven and informed my development of lectures, with which I would intend to bridge the gap and increase the employability of graduating students.
Moving Forward
I have researched the opportunity of joining the mentoring scheme, as a mentor for UAL students. I have started the process of reviewing my CV with the assistance of student services. I hope to submit my application shortly. This to help me understand the brilliant systems in place to support students looking for work. I have informally discussed UAL system with colleagues in museums and galleries and potentially would like to continue this more formally. I am also interested in projects run by the employability team and hope that in the process I will get a deeper understanding of these.
I will continue to advocate and support students with opportunities for real experience, especially in final year projects where the course recommends this pathway.
I will continue to believe that education is enchanting and prototype gamifying my sessions so that participants can level up and host their own tea party whether they pass or fail the assessment.
Internal Assessments
As an AL, I will ensure that two weeks before the lecture I will contact the course leader to request an update on the current situation and the learning outcomes for assessment criteria desired from the lecture.
I will plan and prepare content to meet the learning outcomes and assessment criteria and work with the students in the areas required to support them in the assessment process.
I will develop a signature pedagogy to make boring but often essential tools for delivering creative projects that generate income exciting. That support the learning outcomes and assessment criteria of the course. Researching and scaffolding my learning with the assistance of Orr & Shreveport 2017 Art and Design Pedagogy in Higher Education where they refer to the work of Shulman 2005 “who states that professions have particular pedagogic approaches which enable students to learn to think as a professional would”
Encouraging active participation, group discussion and feedback I will continue researching, testing and collecting data on my lectures effectiveness. I will offer to test over a range of courses and levels.
I will identify the potential of embedding the concept over a longer period of learning and report on the results if possible through the outcome of the assessments.
I will work on developing this concept for multiple platforms.
Creative attributes framework
Integrated attributes for employability
Bloom et Al Taxonomy of Educational Objectives