Transcript Slide 1

Oral Assessment in Creative Practice
Heather Symonds
London College of Communication
University of the Arts London
Origins in searching for
accommodation ending in
inclusion
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Current HESA stats 2009
www.hesa.ac.uk
• Rise in undergraduates 30,415 with spLD
dyslexia
• Approximately one fifth chose creative arts
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Viva Voce- Living Voice
Learning Outcomes
Mapping across to orality
Rubric of assessment
Exemplars
http://www.arts.ac.uk/itrd
u/podcasts/accom_assess
_01.mp3
Handbook
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Altering the Discourse
FdA Digital Media Production
Learning outcomes:
• Analyse and evaluate the critical and historical influences
on the development of digital media production and assess
their impact upon contemporary communication media.
• Research and write structured reports containing rigorous
argument and theoretical models which underpin practical
work.
• Use a variety of communication, interpersonal and
enterprise skills required for effective practice in the digital
media industry.
• Effectively engage in visual communication and
technological research processes.
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Guides
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Contents of the Viva Guide
(Symonds 2006)
What is a viva?
Who will be present at the viva?
Why are dyslexic students allowed to undertake a viva?
Suitability of a viva and consent
Process of a viva
Consent form exemplar
Liaison with Study Support staff- structure
Performance Assessment
Narration versus analysis
Building Blocks to a viva
References
extract from Viva Voce Guide UAL©
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The Living Voice
• http://ualresearchonline.arts.ac.uk/536/
• Kontas, Costas (2006) A critical analysis of Keiji
Haino. Other thesis, London College of
Communication, University of the Arts
• London. [Creative Arts and Design > Music]
• WritingPAD Goldsmiths 2005 Discourse on
assessment
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Pitching and Performing
Vocational
Varied
Vibrant
• BA Sound Arts Design
• BA Fine Art
• BA Fashion
• BA Graphic Design
• FdA Photojournalism
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Help
• Patsy Rodenburg- Vocal Imperialism
• Youtube- Presentations
• Vimeo uploads
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Assessment
• Traditional- Objectivist- Knower & Known
• 'learners arrive at meaning by actively
selecting, and cumulatively constructing, their
own knowledge, through both individual and
social activity' (Biggs, 1996)
• Constructivist
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Assessment Variety
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Thinking
Solving
Performing
Managing and developing oneself
Accessing
Demonstrating
Designing
Communicating
Variety
Rust- Oxford Brooks
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Reality
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Real time
Oral Presentation skills in curriculum
Examiner Training and supervisor
The resistant
Short term time consuming- long term –
cheaper and immediate
http://www.dotheduty.org/
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The Professional Conversation
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MA Inclusive Learning South Bank University
Orality as professional competence
Portfolio
Guided learning/orality – Supervisor
Recorded
• Assessment practice
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Impact assessment
• Greater feedback
• Better monitoring
• Develop other models
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Successful orality for all ?
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Dave Crabtree – Independent
consultant/SBU tutor and Adviser
• Incurriculum at House of Commons
• Enthusiasm for deep learning and pragmatism
• Collaborative partner
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Activity
• Supporting a student through orality
• Analyse and evaluate the critical and historical influences on the
development of digital media production and assess their impact
upon contemporary communication media.
• How might you assist a student with
• The above learning outcome for an assignment
or project ?
• What supportive portfolio might be required
• How might these outcomes manifest themselves
in a Professional Conversation
• What are professional competences?
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References
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Lottes, J. (ed) (1973) Development and Assessment of Professional Competence in Teaching (Austin) Texas Pubns.
McMillan, M. (2010) The Front Room, Black Dog Publishing
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Riddick, B (2001) Dyslexia and Inclusion : Time for a social model of disability perspective in: International Studies Sociology of Education
Vol 11, No.3
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Symonds, H. (2009) Teaching, Learning and Assessment: It’s Not Like You Think, In: Pollak, D. (ed) Neurodiversity in
Higher Education (London) Wiley
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Symonds, H. Introducing oral assessment within creative practice: ‘I can write but it's like walking against the wind’
Journal of Creative Writing Vol.1 Issue 3 pp: 227-236- 2009
Thilakaratne, R. Competence –Based Assessment in Professional Education Validation in: Quality in Higher
Education Routledge Volume 12 Issue No 3 (DATE??)
RMIT/La Trobe, (20007) Doing It Better: A Learning Forum on Learning Difficulties in Education, Storey Hall, RMIT
University, Melbourne, Australia, 14th and 15th May 2007
http://prospectus.lsbu.ac.uk/courses/course.php South Bank University prospectus {accessed: 06.06.2010}
http://www.commongroundpublishing.com/ conference organisers and publishers {accessed: 06.06.2010}
Symonds, H (2006) ‘Structured vivas as accommodated assessment for dyslexic students’ University of the Arts,
Teaching and Learning Report 2005/06. Available from:
http://ualresearchonline.arts.ac.uk/516/1/devt_heathersymonds1.pdf. [Accessed: 02.05.2010]
WritingPAD Writing Purposefully in Art & Design. www.writing-pad.ac.uk
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