Assessing learning and exchanging feedback

(Introduction & Background)Project objectives and Brief

At the start of each term the Performance Programme plans a series of key induction classes on various items of theatre equipment and computer software. The students are also introduced to workshops and theatre spaces and instructed in Health & Safety procedures and practices that they must adhere to when working in these areas. This is an important learning period where they will need this knowledge to progress through the course.

Evaluation I must deliver many learning outcomes during this period. With reference to Allan Davies (writing Learning Outcomes and Assessment Criteria in Art and Design) the article raises many questions and challenges my practice in how I assess the learning outcomes that I have set for students. Do they understand the aims of the workshop induction? Can I support their creative design ideas? Between tutor and student, are we able to communicate, discuss ‘abstract’ creative ideas? Is the oral information exchange – ‘fluid’? The theatre and workshop spaces are there to support the students design ideas and explore the possibilities of ‘performance’. The test I face is to ensure that the students have knowledge, technical skills, and confidence to pursue their ideas and accomplished creative objectives. To Assess this can be difficult at times as student’s expectations are high and may not be feasible and can be frustrating for student. Reference: ROT ‘Live at CSM Technical /Production meeting’. I have adapted my teaching so that I can assess design ideas and evaluate creative expectations.

Moving forward

Davies Allan and Reid A suggests ‘developing a strategy for assessment’. When I review the students final work which, can be a performance, an installation piece, or a large stage production. Before final presentation- my strategy is to give constructive formative feedback, this can be a group or 1:1 session. This will help review their work, evaluate design, and encourage further research and self-learning. The positive outcomes are students are not stressed or flustered or worried. They are comfortable to talk with each other. The student is more engaged and critical of the work achieved. I have also considered doing a group 360’ review in which the student will get feedback from their student colleagues so that their work is assessed ‘in the round’ from different perspectives. I will need to do further research on this to see if it feasible and done fairly as a positive feedback tool.

I have also noted during the student assessments- that I get feedback from students. They point out where they want more emphasis on certain aspects of my workshop induction i.e.  operation of theatre equipment or to give more detail on design/construction theory or the manipulation of materials. I will re-examine my teaching delivery and choice of subjects that is beneficial and appropriate.

Reference

Allan, D & A, Reid (2001) ‘Writing learning outcomes and Assessment criteria in art and design’ University of Brighton Faculty of Arts, issue 18: July 2012