Tag Archives: Assessment
ASSESSMENT POST: IP Intervention Proposal
Intervention context I am year 1 lead on BA UXD at LCC. We are lucky to have a dedicated studio, which also contains a selection of technical equipment with supporting technician. We call our space ‘the Atelier’, and share similar … Continue reading
IP ASSESSMENT POST: Blog 3 — Race
EDI (Equality, Diversity and Inclusion) training has become, as Asif Sadiq notes in his 2023 TEDx talk (1), a multi billion dollar industry. At this stage, there is sufficient research and discourse on the topic to reflect on whether EDI … Continue reading
IP ASSESSMENT POST: Intervention outline and key references
The space in which students work can have a huge impact on their ability to learn. At its worst, a poor space can actively hinder studies, while at its best, a positive, welcoming studio environment can enhance and uplift learning … Continue reading
IP ASSESSMENT POST: Blog 2 — Faith and intersectionality
The ways that faith can intersect with other aspects of a person’s identity are hugely varied, and sometimes may be comparatively under-appreciated by those outside a given faith group. For example: “The way women practice kes (the practice of keeping long, uncut … Continue reading
IP ASSESSMENT POST: Blog 1 — Disability and Intersectionality
Kimberle Crenshaw’s ideas about intersectionality were arguably the moment the concept began to gain widespread recognition, thanks to her lucid explanations backed with tangible, real world examples, particularly focussed around the intersection of race and other identities. Others wrote about … Continue reading
TPP ASSESSMENT POST: Tutor observed session
Session/artefact to be observed/reviewed: Teaching session Size of student group: Class size is 35, attendance is variable, anywhere from 25 – 33ish. Observer: Lindsay Jordan Observee: Emma Charleston Part One (Introduction) What is the context of this session/artefact within the … Continue reading
TPP ASSESSMENT POST: Blog 4 — On ‘the crit’
As noted by Orr and Shreeve (2017), the crit is one of several signature Art and Design pedagogies, and for most people who have passed through a creative education, crits are a memorable part of that. Sadly, for many (myself … Continue reading
TPP ASSESSMENT POST: Case study 3 — Assessing learning and exchanging feedback
Introduction As tutors, we aim to support students independent study by setting rewarding homework tasks which expand on skills introduced in class. I want to reflect on how different methodologies for reviewing this homework can provide valuable opportunities for formative … Continue reading
TPP ASSESSMENT POST: Blog 3 — On Learning Outcomes
When reflecting on learning outcomes in art and design higher education, I can see both pros and cons to their use. It does sometimes feel like LOs might be shutting down students’ potential, however, I find the majority of students … Continue reading
TPP ASSESSMENT POST: Case Study 2 — Plan for and support student learning through appropriate approaches and environments
Introduction Exploring the challenges and opportunities of the LCC Design School’s Professional Practices unit, which brings together students from 7 different courses, and places them into small groups of 5 – 7. They undertake two briefs together, which develop their … Continue reading