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Level 3 Diploma in Art & Design

Chief Examiner’s Annual Report 2013/14

Contents

Statistical Information and Analysis

Summary

ConclusionExamples of Good Practice

Actions and Recommendations

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27

28

29

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Commentary on Assessment EvidenceProblem solving, planning and production

Research

Practical skills

Evaluation and reflection

Assessment

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7

7

7

8

1.1

1.2

1.3

1.4

1.5

1.6

IntroductionChief Examiner summary

Overview of the qualifications

Centre type approvals and registration

Qualification support 2013 — 2014

External moderation training and deployment

External moderation

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3

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4

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1.2 Overview of the qualificationThe UAL Awarding Body Level 3 Diploma in Art & Design is designed to provide an opportunity for those who have an interest in art and design and to develop and explore their creative, evaluative and analytical skills, within a qualification structure that supports a range of delivery and learning styles. The Diploma, whilst a stand-alone qualification, is made up of the first nine units of the Level 3 Extended Diploma in Art & Design.

The qualification is designed to stimulate and support, at introductory and developmental Level 3, whilst asking of the student an increasingly demanding level of independent learning, engagement and application in preparation for progression to the Extended Diploma, other Level 3 programmes, and the world of work.

The Diploma is made up of nine mandatory units. All units are internally assessed, and Unit 8 is also externally moderated.

Although not time constrained the Diploma is usually delivered over a one academic year period.

All units are internally assessed and achievement is graded at Pass for all units other than that externally moderated (Unit 8) which is graded Pass, Merit or Distinction. Some Centres use an internal differentiated system, during the programme assessment, and where they think it relevant to provide students with ongoing feedback. This report for the academic year 2013 – 2014 covers the nine units with a focus on Unit 8, which was externally moderated by UAL Awarding Body for completion of the Diploma stage.

1.3 Centre type approvals and registration This is the second year for the registration of students on the UAL Awarding Body Diploma and Extended Diploma and there were 12 Centres across a broad geographic area delivering the qualification with a total number of 721 students registered. These registrations represent all students on a one year Diploma course only.

Type of Centre 2013—2014

7 General Further Education Colleges 2 Specialist Art and Design College/

Higher Education Institutes (with sub centres at some large Higher Education Institutes)

3 Sixth Form Colleges.

Applications for Centres seeking approval to run the Diploma and Extended Diploma in 2014 – 2015 continue to be received by UAL Awarding Body.

There is a mix of mostly generic art and design and, in some cases, specialist design courses at the twelve Centres offering the Level 3 Diploma in Art & Design. All the Centres had a form of ‘general art and design’ provision. In some cases specialist Extended Diplomas (mostly BTEC) had merged, on changing to UAL Awarding Body, into a single generic course with pathways being chosen at varying points within the first year, mostly at the completion of the Diploma stage.

At the majority of the Centres, within general art courses, students make selections concerning second year pathways during the development of Unit 8 “Developing an Art and Design Project” although this can in some Centres be earlier within the academic year.

Introduction

1.1 Chief Examiner summary This report has been compiled using data taken from the UAL Awarding Body registration and data collection system. The accuracy of the statistical information contained in the report is correct at the time of publication.

This is the second year of delivery for the Level 3 Diploma in Art & Design for a number of Centres and the report notes the increased understanding of delivery across a wide range of disciplines and the very high levels of achievement and progression achieved. There was an increase in the number of Centres approved to deliver the qualification for the first year. The very significant increase in registrations reflects this growing number and confirms the positive response to the qualification structure and assessment model.

UAL Awarding Body continues to support existing Centres and offer advice and guidance to new Centres through its programme of events. This sharing of good practice is also noted within the report.

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There are Centres that run the qualification through specialised and distinct courses.

These are essentially comprised of:

Photography Multi media Media Fashion Textiles/fashion Design (mixed) Graphic Design Games Design.

See Section 7 for statistical information concerning overall enrolments.

1.4 Qualification support 2013—2014The delivery of the Diploma was supported by a series of combined Level 2/Level 3 delivery group meetings for both those Centres delivering the qualification and those aspiring to. In some cases a Centre specific qualification delivery meeting was agreed.

During the Spring term 2014 each Centre was visited by either the Chief Examiner or a Senior Moderator in an advisory capacity.

A full advisory report was completed and copies held at UAL Awarding Body and sent to the relevant Centre representative. This was followed in the summer term, 2014, by a moderation visit for Unit 8, of the Level 3 Diploma in Art & Design, combined with advisory elements.

A Level 3 Diploma in Art & Design standardisation meeting was hosted by the University of the Creative Arts, Canterbury, on the 22nd May 2014 and was attended by delegates from delivery teams nationally.

Andy Malone and his teams ensured all work for both Extended Diploma and Diploma was displayed, and an excellent video of the delivery model at UCA Canterbury was appreciated by all the attendees.

Teams were invited to discuss and share views on the assessment process and level of grades awarded, based on evidence, and across a grade range of Level 3 portfolios recently externally moderated. This process helped consolidate UAL Awarding Body requirements concerning the overall grade awarded, reflected in the individual graded outcomes. On the 4th April 2014 a Level 3 ‘sharing good practice’ meeting was hosted at South Gloucestershire and Stroud College, Wise campus, Bristol. This was a successful and well attended meeting allowing staff from various Centres to bring examples of students work from units 1– 4 and an option of 5, 6 or 7, and to discuss methods and strategies on how they had delivered these. A talk by Dermot Allen from Oldham College gave a valuable insight into the delivery of games design at Level 3.

On the 11th July 2014 the end of year Level 2 and 3 Diploma in Art & Design conference was held at the University of the Arts London, Central Saint Martins campus, in Kings Cross London.

Steven Tucker, HMI Ofsted, spoke about ‘ALPS’, added value and associated good practice. Dave Webster, UAL and Matias Shortcook, Plymouth College of Art, explained the developing process of student recruitment and progression agreements between the University of the Arts London and the Awarding Body Partner Colleges. This is where students

applying to a University of the Arts London College for Higher Education, from a partner college, are assured access to the first stage interview.

Sarah Atkinson, Chief Examiner, and Martin Vella, Senior External Moderator, updated the delegates on the reports and observations coming out of the moderation process for the second year of the Extended Diploma.

Following a networking lunch Lucy Arnold, University of the Arts London, talked about good practice in the delivery of English and Maths within the creative programmes and the team from Leyton Sixth Form College, Ben Green and Helen Jilliot, showed examples of students’ work both by PowerPoint and by supplying a sample of portfolios, where they discussed the delivery of the Level 3 Extended Diploma in Art & Design at their Centre.

The conference concluded with Paul Goodwin, University of the Arts London Chair of Black Art and Design, and the issues of diversity within the creative industries.

The day finished with drinks and canapés on the terrace at Central Saint Martins.

The end of year show for selected students across all UAL Awarding Body Centres was held at Chelsea College of Art during the 17th—21st July 2014. There were two winners for the Level 3 Extended Diploma prize, which where Laura Head from Birmingham Metropolitan College with her origami inspired knitted textile piece and Rebecca Graham from Carlisle College with a print series exploring images of Barcelona. They received their prizes from Artist Grayson Perry.

The private view was very well attended by staff from Centres nationally, along with family and friends of the students. The quality of work across Levels 2, 3 and 4 was impressive and gave an excellent overview and final celebration for the end of the academic year.

Introduction

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1.5 External moderation training and deploymentDuring the academic year 2013/14 UAL Awarding Body has trained and appointed a number of new External Moderators across all levels and programmes. New External Moderators work as part of a moderation team, in the first instance, before taking on individual responsibility for a moderation. All new External Moderators have been observed by the Chief Examiner or one of the newly appointed five Senior Moderators.

1.6 External moderationThe external moderation of the Level 3 Diploma in Art & Design was undertaken between May to July 2014. This was focused on Unit 8, with the summative grade being awarded against the achievements of outcomes for “Developing an art and design project”.

Following the moderation process there is verbal feedback to the course teams with recommendations and action plans agreed where appropriate. In due course the formal external moderation report is forwarded to the UAL Awarding Body where it is reviewed by the Chief Examiner or a Senior Moderator and then subsequently sent to the representative of the Centre. This is accompanied by the grade confirmation form which triggers certification. Across all Centres grading was overwhelmingly accurate with a small number of re-grades undertaken.

Introduction

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The external moderation form requires External Moderators to comment on assessment evidence, the assessment process and to provide Centres with feedback that notes strengths as well as areas for improvement.

There is a section for recommendations which Centres have found very useful and supportive, and it also has a section for issues that requires an action before the following moderation visit.

Centres are required to ensure that all students complete and sign the Candidate Authentication Form and that this is available for the moderation visit.

The moderation process is well supported by Centres that provide evidence of assessment process, decisions and the internal verification or standardisation process. In a number of cases this has a high level of rigour and good practice where double and blind marking is undertaken across pathways and specialist courses, ensuring parity of grade level.

For example a Distinction in a fashion pathway having parity with a Distinction in a fine art pathway.

The work for Unit 8 should reflect a culmination of skills, concepts, understanding and application learnt and developed over the previous seven units of study, which in many cases contributes to the evidence for Unit 9 (Opportunities for progression).

The handbook for Centres lists and criteria references Unit 8 against the following headings.

External Moderator reports for 2014 also reflected these in the following summary. Examples of External Moderator reports illustrate themes coming out of the reports for 2014.

Problem solving, planning and productionCentres used the project for Unit 8 as a mini ‘final major project’. This was mostly based on a thematic project set by the delivery team. In some larger courses each specialist pathway developed a distinct themed approach.

On most courses students produced a project proposal based on the criteria for the unit and those set out in Centre devised, overarching projects. Often these were well supported by prompt questions and, in some cases, a pro-forma allowing, and requiring, the student to analyse the parameters of the project and initiate a degree of forward planning.

As noted in External Moderation reports:

“There was a consistency in the layout and content of project proposals with candidates following the same format across the course, including use of a bibliography and summary of proposed references, to ensure that their proposals were mostly realistic and achievable.” (ref: EM reports 2013/14)

It is clear that, at this stage of the learning journey, the range, complexity and growing independence of thought by the student is encouraged but there is also some evidence of the development of unit 8 being strongly and overly staff led.

There was also good evidence of the ongoing solving of problems throughout the Unit 8 project, where students were required to re plan and reset deadlines. This was sometimes a challenge to students but clearly a very good learning experience in the preparation of skills required for progression.

This was often supported by tutorial and formative feedback to students by delivery staff at key stages in the project development, which contributed to the ongoing planning and development of the students’ work. Where this is carried out and feedback is clear and coherent there is an observed positive development in the students’ practice.

The most successful examples of students’ work developed a holistic approach to planning and problem solving closely integrating it with research, visual development and, in a number of examples, good levels of experimentation, risk taking and the recording of this in sketchbooks and journals.

External Moderators observed that there was variation in this approach, breadth of research, development and problem solving, but this was not always reflected in grades awarded.

“Although the project demonstrated a strong commitment to the subject and a very high level of practical ability, there was less evidence of the learner developing the research material into creative outcomes at a ‘distinctive’ level.” (ref EM reports 2013/14)

‘All students showed an awareness of deadlines and a number of Centres asked for a time line plan for the project which students incorporated into evaluations.’

Commentary on Assessment Evidence

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Practical skills There was an impressive range of practical skills evidenced by students across the delivery centres. This represented good access to resources, two and three dimensional, and both digital and lens based.

Students in many cases built upon introductory workshops experienced over the academic year and further enhanced these in the production of the work for Unit 8. Research also showed, in many cases, an eagerness to practically explore media and materials in an exciting and explorative way.

Within specialist courses, practical making, production and design skills were strong but there is evidence that the range and depth of research and experimentation, in terms of time and effort, compared to the practical skills and the outcome can be compromised. Centres should consider that there is a balance across all criteria in terms of time and application.

However, and certainly within in the higher grade bands, the level of the final outcomes sampled for moderation across all Centres, along with the engagement of the students, was impressive in both the practical, contextual and theoretical application. Students at all levels showed very good presentation skills.

Commentary on Assessment Evidence

Evaluation and reflection Many students evaluated their project in a formal ‘final evaluation’. This was, in a number of cases, on a pro-forma provided by the delivery team prompting students to respond to key questions about their project.

“At higher end students are evidencing good levels of ongoing evaluation at all stages of their project development. Commentary clearly informs decision making and development of the work. All students have presented a final evaluation of their work. Some are too descriptive and would benefit from more analytical reflection.” (ref: EM reports 2013/14)

In some Centres, students had been encouraged to evaluate their progress at key stages and this proved to be a very effective method of reflection, linked to planning and particularly useful to the student when combined or underpinned with a mid-project tutorial.

Higher graded students tended to see and use evaluation as an ongoing and continuous process, formative and summative, and closely integrated with the analytical requirements within research and problem solving.

It is clear that for some students the requirement and the means of analysis and evaluation at Level 3, beyond the purely visual, can be a challenge but there is good evidence that centres are developing the culture and ethos of continuous evaluative and reflective practice.

ResearchOverall research was well carried out by students who had clearly been well prepared by staff to understand the importance of the process and the breadth required in developing ideas and aspirations for the project. In many cases this was supported by study trips to local and regional museums, exhibitions, sculpture parks etc.

“Projects were well informed with a very wide range of research both tutor led and independent further exploration into artists and designers of relevance to their individual objectives........The students obviously understood the value of the research, the influence of which followed through to the subsequent stages of the project.” (ref: EM reports 2013/14)

In the most successful examples research was visual, practical, technical, contextual and annotated or recorded by the student. This formed an underlying and ongoing process of evaluation and analysis allowing for personal investigation and interpretation throughout the project.

Where students and delivery staff approached research as more than just an initial process and used the skill to review and re explore ideas, outcomes were often of a higher quality against criteria.

7

AssessmentAssessment methodologies at Centres are generally robust. All Centres had a form of internal verification of assessment decisions. The moderation teams found that, particularly in the first year of delivery, where there had been an internal standardisation this mostly ensured a more accurate outcome.

There is some very good practice being undertaken using double or blind marking where appropriate and full discussions between teams prior to proposed grading and ensuring all assessment was complete before external moderation took place.

Written feedback is, in many examples seen, of very high quality. The importance and quality of this has been overwhelmingly embraced by assessment teams particularly those that do not indicate beyond a Pass for units 1—12.

In a number of centres mid project ‘mini’ assessment takes place often linked to tutorials to ensure students are on track and encourages students to stand back and review their progress at this point.

Whilst across all samples assessment was overwhelmingly accurate and achievement high, there are still concerns raised by External Moderators over the grading against all criteria and the overemphasis on the process and final outcome.

The requirement that students have one opportunity to redeem a referral has been seen as very positive and has focused students’ minds on completion and deadlines. The use or non use of formative and summative differentiated grading (ie. Pass, Merit, Distinction ) in non externally moderated units is no longer raised as an issue.


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This report is focused on those Centres and students registered on the Level 3 Diploma in Art and Design and the following data from Figure: 1 onwards reflects this. However, and for information, the data set out in the tables below reflects the total cohort of students on the first year of the Level 3 Extended Diploma only. The information is based upon data collected from the qualifications and learning management system, Quartz.

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Level 3 Diploma Art & Design: 2013 — 2015 cohort

Therefore the total number of first year students registered in the Level 3 Diploma and Level 3 Extended Diploma, nationally, is a combined total of 721 Diploma and 1,459 Extended Diploma = 2,180


Level 3 Extended Diploma in Art & Design: 2013 - 15 cohort

Total number of registrations No. of registrations

No. of Centres

1459 21

No of registrations by genderMale Female

515 944

No. of registrations by ethnicityBME 156White 836Not known 467

No. of registrations by Centre type and age groups

TypeFurther Education

Higher Education

Sixth Form

Number of Centres

15 3 3

Number of Students

1029 128 46

16-18 942 113 4419+ 87 15 2

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Figure 1Level 3 Diploma in Art & Design — Comparative registrations 2012 / 13 — 2013 / 14


Figure 1: Level 3 Diploma in Art and Design - Comparative registrations 2012/13 -2013/14

Academic Year No. of Centres No. of students

2012/13 11 2832013/14 21 721

Number of Centres and registrations by Centre type 2012/13 - 2013/14

Centre type FE HE VI Form 2012/13 200 78 52013/14 603 38 50

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Figure 2Level 3 Diploma in Art & Design — Registrations by age group 2013 / 14


Figure 2: Level 3 Diploma in Art and Design- Registrations by age group 2013/14

Age group FE HE VI Form TotalsUnder 19 592 66 50 687Over 19 11 2 0 34

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Figure 3Level 3 Diploma in Art & Design — Registrations by gender 2013 / 14

Figure 3: Level 3 Diploma in Art and Design - Registrations by gender 2013/14

Gender No of Registrations Male 241Female 480

33%

67%

Registrations by gender 2013/14

Male

Female

13

Figure 4Level 3 Diploma in Art & Design — Comparative registrations by ethnic origin 2013 / 14


Figure 4: Level 3 Diploma in Art and Design - Number of registrations by ethnic origin 2013/14

Ethnicity BME W NKNumber of registrations 68 454 199

68

454

199

Number of registrations by ethnic origin 2013/14

BME

W

NK

Ethnic Origins Key

White (W)1. English / Welsh / Scottish /

Northern Irish / British 2. Irish 3. Gypsy or Irish Traveller 4. Any other White background,

please describe

Black, Asian and Mixed Ethnicity (BME)5. White and Black Caribbean 6. White and Black African 7. White and Asian 8. Any other Mixed /

Multiple ethnic background, 9. Indian 10. Pakistani 11. Bangladeshi 12. Chinese 13. Any other Asian background,

please describe14. African 15. Caribbean 16. Any other Black / African /

Caribbean background

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Figure 5Level 3 Diploma in Art & Design — Achievement by grade 2013 / 14

Figure 5: Level 3 Diploma in Art and Design - Achievement by grade 2013/14

Grade Pass Merit Distinction Fail Withdrawn 2013-14 42.8% 26.0% 16.9% 3.0% 10.5%2012-14 32.0% 30.0% 20.0% 17.0% 2.0%

42.8%

26.0%

16.9%

3.0%

10.5%

Achievement by grade (%) 2013/14

Pass

Merit

Distinction

Fail

Withdrawn

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Figure 6Level 3 Diploma in Art & Design — Achievement by grade and Centre type 2013 / 14


Figure 6: Level 3 Diploma in Art and Design - Achievement by grade and Centre type 2013/14

Centre type

Pass Merit Distinction Fail Withdrawn

FE 42.3% 24.7% 13.2% 8.4% 10.1%HE 40.0% 21.0% 19.0% 6.0% 14.0%VI Form 22.0% 46.0% 26.0% 0.0% 6.0%

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Achievement by grade and Centre type 2013/14

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Figure 7Level 3 Diploma in Art & Design — Achievement by grade and gender 2013 / 14


It should be noted that the percentage of high grades awarded to females is considerably higher than those awarded to males. Something Centres may wish to consider.

Figure 7: Level 3 Diploma in Art and Design - Achievement by grade and gender 2013/14

Gender Pass Merit Distinction Fail WithdrawnMale 60.6% 17.3% 5.2% 3.9% 13.0%Female 35.2% 29.4% 22.5% 3.3% 9.6%

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Achievement by grade and gender 2013/14

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Figure 8Level 3 Diploma in Art & Design — Achievement by grade and ethnicity 2013 / 14


Figure 8: Level 3 Diploma in Art and Design - Achievement by grade and ethnicity 2013/14

Ethnicity Pass Merit Distinction Fail WithdrawnBME 45.6% 23.5% 14.7% 2.9% 8.8%W 44.9% 28.6% 19.2% 3.7% 2.2%Nk 37.4% 21.7% 12.6% 3.0% 25.3%

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Achievement by grade and ethnicity 2013/14

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18


Figure 9Level 3 Diploma in Art & Design — Retention, achievement and success 2013 / 14Figure 9: Level 3 Diploma in Art and Design retention, achievement success

0.0%

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100.0%

120.0%

FE HE VI Form

Per

cent

age

Group type

Retention, Achievement and Success 2013/14

Retention

Achievement

Success

Figure 9a: Level 3 Diploma in Art and Design - Total cohort: Retention, achievement and success 2013/14

Group type Retention Achievement Success Total cohort 89.5% 96.1% 86.0%

80.0%

82.0%

84.0%

86.0%

88.0%

90.0%

92.0%

94.0%

96.0%

98.0%

Retention Achievement Success

Total cohort: Retention, Achievement and Success 2013/14

Figure 9a

19

Figure 10Level 3 Diploma in Art & Design — Retention, achievement and success by age group 2013 / 14


Figure 10: Level 3 Diploma in Art and Design - Retention, achievement and success by age group 2013/14

Age Group Retention Achievement Success 16 - 18 89.5% 96.3% 86.2%19+ 88.2% 93.3% 82.4%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

Retention Achievement Success

Per

cent

age

Retention, achievement & success

Retention, achievement and success by age group 2013/14

16 - 18

19+

20


Figure 11aLevel 3 Diploma in Art & Design — Achievement by age group and gender 2013 / 14

Figure 11: Level 3 Diploma in Art and Design - Achievement by age group and gender 2013/14

Age group:16 - 18 Pass Merit Distinction Fail WithdrawnMale 60.0% 17.7% 5.0% 3.6% 13.6%Female 35.9% 29.3% 22.5% 3.1% 9.2%

Age Group: 19+ Pass Merit Distinction Fail WithdrawnMale 66.7% 8.3% 8.3% 0.0% 16.7%Female 23.8% 33.3% 23.8% 9.5% 9.5%

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Achievement by age group 16 -18 & gender 2013/14

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21

Figure 11bLevel 3 Diploma in Art & Design — Achievement by age group and gender 2013 / 14


Figure 11: Level 3 Diploma in Art and Design - Achievement by age group and gender 2013/14

Age group:16 - 18 Pass Merit Distinction Fail WithdrawnMale 60.0% 17.7% 5.0% 3.6% 13.6%Female 35.9% 29.3% 22.5% 3.1% 9.2%

Age Group: 19+ Pass Merit Distinction Fail WithdrawnMale 66.7% 8.3% 8.3% 0.0% 16.7%Female 23.8% 33.3% 23.8% 9.5% 9.5%

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Achievement by age group 16 -18 & gender 2013/14

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22

Figure 12aLevel 3 Diploma in Art & Design — Achievement by age group and ethnicity 2013 / 14


Ethnic Origins Key



please describe





Figure 12: Level 3 Diploma in Art and Design - Achievement by age group and ethnicity 2013/14

Age Group:16 - 18 Pass Merit Distinction Fail Withdrawn

BME 53.7% 24.1% 18.5% 3.7% 0.0%W 46.8% 30.0% 19.4% 3.8% 0.0%NK 33.5% 20.3% 11.8% 0.5% 34.0%

Age Group:19+ Pass Merit Distinction Fail WithdrawnBME 33.3% 50.0% 0.0% 0.0% 16.7%W 40.9% 22.7% 27.3% 4.5% 4.5%Nk 50.0% 0.0% 0.0% 16.7% 33.3%

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Figure 12bLevel 3 Diploma in Art & Design — Achievement by age group and ethnicity 2013 / 14


Figure 12: Level 3 Diploma in Art and Design - Achievement by age group and ethnicity 2013/14

Age Group:16 - 18 Pass Merit Distinction Fail Withdrawn

BME 53.7% 24.1% 18.5% 3.7% 0.0%W 46.8% 30.0% 19.4% 3.8% 0.0%NK 33.5% 20.3% 11.8% 0.5% 34.0%

Age Group:19+ Pass Merit Distinction Fail WithdrawnBME 33.3% 50.0% 0.0% 0.0% 16.7%W 40.9% 22.7% 27.3% 4.5% 4.5%Nk 50.0% 0.0% 0.0% 16.7% 33.3%

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Ethnic Origins Key



please describe





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Figure 13aLevel 3 Diploma in Art & Design — Destination data 2013 / 14


The two tables below indicate progression data for the students registered on the one year Diploma only (Fig: a) and for those year one students registered on first year of the two year Extended Diploma only (Fig: b). As can be seen there is a relatively high progression in fig: a to FAD 4 indicating Centre intentions to facilitate this progression. This is a different scenario to where second year ED students work alongside FAD students in year 2, which in a number of Centres is a successful model. It will be interesting to track these students in terms of achievement and progression over the forthcoming years.

Figure 13: Level 3 Diploma in Art and Design - Destination data 2013/14

Destination Apprenticeship

UAL L3 Extended Diploma (yr2)

UAL Foundation Diploma Other FE Employment

Percentage 0.3% 72.9% 17.4% 2.0% 3.0%




Other activity

Percentage 0.24% 94.14% 0.08% 2.28% 0.24% 2.44%

Level 3 Diploma in Art & Design 2013/14

Level 3 Extended Diploma in Art & Design 2013/14

0.3%

72.9%

17.4%

2.0% 3.0%

L3 Diploma destination data 2013/14

Apprenticeship

UAL L3 Extended Diploma(yr2)

UAL Foundation Diploma

Other FE

Employment

0.24%

94.14%

0.08%

2.28%

0.24% 2.44%L3 Ext Diploma Destination data 2013/14

Apprenticeship



Other FE

Employment

Other activity

25

Figure 12bLevel 3 Diploma in Art & Design — Destination data 2013 / 14


Figure 13: Level 3 Diploma in Art and Design - Destination data 2013/14




Percentage 0.3% 72.9% 17.4% 2.0% 3.0%




Other activity

Percentage 0.24% 94.14% 0.08% 2.28% 0.24% 2.44%

Level 3 Diploma in Art & Design 2013/14

Level 3 Extended Diploma in Art & Design 2013/14

0.3%

72.9%

17.4%

2.0% 3.0%

L3 Diploma destination data 2013/14

Apprenticeship



Other FE

Employment

0.24%

94.14%

0.08%

2.28%

0.24% 2.44%L3 Ext Diploma Destination data 2013/14

Apprenticeship



Other FE

Employment

Other activity

26

Summary

Actions from 2012/13 report The UAL Awarding Body has

established the UCAS points tariff for the Level 3 Diploma in Art & Design in line with the AS level and other Awarding Organisations.

The UAL Awarding Body has appointed five Senior Moderators for art and design, (A&D) to support of the moderation, advice and guidance to Centres, the observation of External Moderators and the preparation of reports and events

UAL Awarding Body has trained a number of new External Moderators over the academic year to support the quality Assurance of the Level 3 Diploma in Art & Design and other qualifications.

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Conclusion

As part of the UAL Awarding Body support system (see section 4) there are a series of advisory visits provided to each new centre. In the academic year 2012/13 this was summarised in the Chief Examiners’ report for that academic year. Many of the points raised were validated in this second year of delivery, 2013/14, and are covered below, along with main points arising from External Moderators’ reports.

Centres continue to emphasise that the Level 3 Extended Diploma in Art & Design Extended Diploma, being less prescriptive in content and clearer in assessment requirements, allows for a more sensitive, holistic design to accommodate varying types and level of student and is more receptive to late starters and other ‘at risk’ students.

A number of Centres use the branding, logo and legend to identify and promote the course and ensure students are aware of the partnership between the respective College and the UAL Awarding Body. There is also a growing awareness and positive interest in the compact arrangements between University of the Arts London and partnership colleges. No college reported that this was seen as a threat to their own Higher Education recruitment.

There are some very good live projects and competitions being undertaken which have delivered many work skills and interpersonal skills.

This prepares students well for progression and is complemented by a view that students undertaking the Level 3 Diploma and Extended Diploma are better prepared for responsibility of learning.

The one opportunity to redeem a referral and the achievement of summative grades within externally moderated units has focused student minds on deadlines and reduced the repeated referral/time extensions culture that had been prevalent.

Students on a number of courses are expected to apply for the second year in a formal process of application (letter) and interview (contributing to Unit 9 - “Opportunities for Progression”). This has proved to be a very effective process, again contributing to progression skills and giving the students a greater feeling of ‘earning’ their progression.

The change of assessment methodologies was, possibly, more of a challenge to staff. The nature of the Level 3 Extended Diploma, particularly within the Diploma stage, with an emphasis on research as well as outcomes, and for students to evaluate, reflect and analyse both visually, contextually and holistically at all stages of the creative journey, does pose some rethinking of course structure, delivery methods and expectations.

This continues to be more apparent in the case of specialist courses and distinct specialist pathways where the technical side of development (eg photo, digital technology, 3D/garment construction etc) can be dominant in the technical process, at the expense of the underpinning research, exploration and ultimately the achievement of criteria. However, there were some very successful examples of how this potentially broader approach in specialist pathways had addressed these issues.

Students were positive about feedback but there was evidence, from the students, that it was at times only positive and lacked a critical and directional input. For some students the requirement and the means of analysis and evaluation at Level 3, beyond the purely visual, continues to be a challenge for both them and the support they receive. Centres should ensure that this approach is embedded early within the course culture and ethos. There were however many high quality examples of students developing an evaluative and reflective approach across research, development and conclusions.

It should be noted that the percentage of high grades awarded to females is considerably higher than those awarded to males. Something Centres may wish to consider in terms of equality of opportunity.

There is an appreciation that the contact with ‘a person’ in the visits and moderations and the ease and response to contacting the office, be it by phone and/or email is “excellent”.

The amount of training and celebrations that UAL Awarding Body offers is valued highly as is the level of reassurance and advice.

The opportunity for staff to meet colleagues at other Centres and from other courses to formally, and informally, discuss and share concerns, issues and successes is likewise highly regarded and valued.

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Examples of Good Practice External Moderators reported that the

quality of end of year shows reflected well the presentation and planning skills of the students. In a number of Centres the end of year show is a new departure for the first year of a level 3 course and this has had a marked uplift in the enthusiasm and commitment of the students

There is a high level of rigour and good practice where double and blind marking is undertaken across pathways and specialist courses, ensuring parity of grade level. For example a Distinction in a fashion pathway having parity with a Distinction in a fine art pathway

Feedback to students is generally good and there is good practice developing where the feedback is overtly against assessment criteria and is supportive, yet critical, in content

In a number of Centres the work and activities for Unit 8 have contributed to the achievement of Unit 9 (Opportunities for Progression). Students on a number of courses are expected to apply for the second year in a formal process of application (letter) and interview

There were a number of creative and developmental opportunities associated with study trips and visits both regionally, nationally and abroad

There are some very good live projects and competitions being undertaken which have delivered many work skills and interpersonal skills

Progression to year 2 of the Level 3 Extended Diploma stage is strong and, for those students registered for the two year Extended Diploma as opposed to those registered on the first year Diploma stage only, it is very high at over 94 ⁒.

Actions and Recommendations Standardisation and training for

Centres should continue to focus on ensuring students thoroughly evidence the impact of evaluation and analysis within their body of evidence

UAL Awarding Body and Centres should ensure that specialist courses and pathways offer sufficient opportunities for students to test their breadth of creativity and that this process is given the same value as technical skills

Networking and sharing events to be regionalised

Centres have requested additional resources and exemplars be made available on the website

Tracking the success rates and grading profile of students who progress to the Foundation Diploma after the Level 3 Diploma in Art & Design stage to ascertain any impact.

Sarah Atkinson Chief Examiner and Academic Advisor

UAL Awarding Body November 2014

Conclusion

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