oral assessment in creative practice heather symonds london college of communication university of...

Oral Assessment in Creative Practice

Heather SymondsLondon College of Communication

University of the Arts London

Origins in searching for accommodation ending in

inclusion

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Current HESA stats 2009www.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

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Learning Outcomes

Mapping across to orality Rubric of assessmentExemplars

http://www.arts.ac.uk/itrdu/podcasts/accom_assess_01.mp3Handbook

Altering the DiscourseFdA 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• 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 VariedVibrant • 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• Thinking • Solving • Performing • Managing and developing oneself • Accessing • Demonstrating • Designing• Communicating • Variety • Rust- Oxford Brooks

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Reality

• Real time • Oral Presentation skills in curriculum • Examiner Training and supervisor• The resistant • Short term time consuming- long term –

cheaper and immediate

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http://www.dotheduty.org/

The Professional Conversation

• 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• Lottes, J. (ed) (1973) Development and Assessment of Professional Competence in Teaching (Austin) Texas Pubns.• McMillan, M. (2010) The Front Room, Black Dog Publishing

• Riddick, B (2001) Dyslexia and Inclusion : Time for a social model of disability perspective in: International Studies Sociology of Education Vol 11, No.3

• Symonds, H. (2009) Teaching, Learning and Assessment: It’s Not Like You Think, In: Pollak, D. (ed) Neurodiversity in Higher Education (London) Wiley

• • 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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