(Mis)appropriations of criteria and standards‐referenced assessment in a performance‐based subject

Hay, Peter; Macdonald, Doune

doi:10.1080/09695940802164184

Cited by 51 publications

(64 citation statements)

References 32 publications

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“…Students were expected to listen carefully to, and respond to, the feedback they received. Engaging with, and learning from, lecturers' feedback is viewed as a 'valued disposition' (Hay and MacDonald 2008). Arguably successful designers, particularly in a commercial setting, will elicit and use feedback effectively, however in this study this seems to be more concerned with the students listening to the lecturers and following advice given.…”

Section: Overviewmentioning

confidence: 96%

“…In Brooks' (2009:14) overview of assessment judgment studies across disciplines she noted that 'Markers have been observed […] striving to read the student in their work'. Hay and Macdonald (2008), in a study of PE teachers' assessment practices, identified that prior knowledge about the student imbued the teachers' assessment judgements so this focus on the student is not particular to art and design.…”

Section: Overviewmentioning

confidence: 99%

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Making judgements about students making work: Lecturers’ assessment practices in art and design

Orr

Bloxham

2012

Arts and Humanities in Higher Education

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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.

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Section: Overviewmentioning

confidence: 96%

Section: Overviewmentioning

confidence: 99%

Making judgements about students making work: Lecturers’ assessment practices in art and design

Orr

Bloxham

2012

Arts and Humanities in Higher Education

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“…Further, student views of expected outcomes of physical education, and the knowledge produced through participation in physical education (Quennerstedt, 2013), can be quite different from learning outcomes stated in the official curriculum. The lack of alignment and the connected problems for validity and equality in assessments, most often with a reference to Bernstein's (1975) three message systems (curriculum, pedagogy and assessment), is well documented in physical education (Annerstedt & Larsson, 2010;Hay & Macdonald, 2008;Redelius, Fagrell, & Larsson, 2009;Redelius & Hay, 2009). Conscious that the question of validity and the AfL strategies employed are dependent of both the actual curriculum, and the wider political, social and cultural contexts, the next section provides a brief presentation of educational assessment and physical education in Norway in a bid to set the context of the study.…”

Section: Assessment For Learningmentioning

confidence: 99%

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Leirhaug

MacPhail

2015

Sport, Education and Society

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The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.

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“…Similar conclusions were reached by Hay and Macdonald (2008) who used semi-structured interviews and participant observation over a twenty week period to explore the way in which two Australian teachers, responsible for school-based assessment of PE, used the criteria and standards published in the official PE syllabus.…”

Section: Jonsson and Svingby 2007; Price And Rust 1999) However An mentioning

confidence: 73%

Marking as judgment

Brooks

2012

Research Papers in Education

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An aspect of assessment which has received little attention compared with perennial concerns, such as standards or reliability, is the role of judgment in marking. This paper explores marking as an act of judgment, paying particular attention to the nature of judgment and the processes involved. It brings together studies which have explored marking from a psychological perspective for the purpose of critical discussion of the light they shed on each other and on the practice of marking. Later stages speculate on recent developments in psychology and neuroscience which may cast further light on educational assessment.

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(Mis)appropriations of criteria and standards‐referenced assessment in a performance‐based subject

Cited by 51 publications

References 32 publications

Making judgements about students making work: Lecturers’ assessment practices in art and design

Making judgements about students making work: Lecturers’ assessment practices in art and design

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Marking as judgment

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