In our first Seminar we were asked to read Allan Davies (2012) article “Learning outcomes and assessment criteria in art and design. What’s the recurring problem?”
This article examines the the recurring problem of assessment criteria and learning outcomes in art and design education. While assessment criteria are necessary for effective teaching and learning, they can also limit creativity and discourage experimentation. The author suggests taking an adaptive approach to assessment that takes into account each student’s unique work processes and characteristics. Ultimately, successful art and design education requires both flexibility and balance when it comes to assessment methods.
From reading this article it highlights that as educators we must find a way to balance clear learning objectives with assessment criteria while still encouraging creativity and individuality. This made me reflect on when I was studying my Undergraduate degree and the ambiguous wording in the assessment criteria.
Ambiguity was a theme that came up often in our Seminar that day and one of my peers said to paraphrase “Teachers, like their students must learn to love the questions, as they come to realise that there can be no final answers.” this really resonated with me as teachers, we’re often seen as experts in our field, but we’re also lifelong learners.
I think it’s essential to be honest about our limitations and knowledge gaps, this can be humbling but also liberating. By embracing ambiguity, we are acknowledging nuance and complexity in the world around us, which allows us to appreciate its possibilities more fully – an approach which teachers should model and encourage their students to adopt.
Bibliography:
Biggs, J. (1999). Teaching for quality learning at university: What the student does (Vol. 33). SRHE and Open University Press.
Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.
Davies, A. (2012) Learning Outcomes And Assessment Criteria In Art And Design. What’s The Recurring Problem? – Arts And Culture.
Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing Group Inc.