Tag: additional

Compassionate Assessment is not about lowering standards.

What does a grade mean? Do we award better grades to encourage students or do we we lower grades as a wakeup call?

There needs to be an element of trust – for students to take on challenging feedback.

Social Justice – Equality vs Equity. There needs to be Fairness in Procedure.

We were each asked to think about an instance in our learning of receiving a very negative grade and one of a very positive grade. Both these elicit strong emotional responses. A grade = learner identity. Can we aim for balance in our assessments as educators?

Types of Assessment: Continuous Assessment, Group Assessment, Formative Assessment, Summative Assessment, Inclusive Assessment

How does assessment trust that the student has learned? Does time not play a factor in this? A student might need more time to internalise what they have learnt. Perhaps this realisation comes much later. How does this get accounted for if at all?

How do we build more trust in students? Perhaps we start with being honest about the illusion of objectivity in assessing art and it’s subjectivity.

Assessment as ‘done to them’ vs ‘done with them’. Responsibility can empower a student.

The system is Unforgiving. How do we consider forgiveness in assessment?

The aim is for us to be more Responsive as educators. How do we flex and respond to their process? Allow freedom in – choice of topic – format/media

Authentic Assessment – what is the purpose of the tasks we give students? it is more than checking their development.

To be aware of written feedback and how it is received.

Assessment is a Social Practice 🙂

Compassionate Assessment and international students. Why do we view language as a deficit model rather than the opposite?

When in doubt – go back to Learning Outcomes – moderation and marking – have team conversations about assessment.

Resources* “Mindsets Work” by Carol Dweck “Belonging through assessment: Pipelines of compassion”, QAA Collaborative Enhancement Project 2021 https:/belongingthroughassessment.myblog.arts.ac.uk/

Hi, I’m Smriti. My name means remembrance.

As a full time Senior Lecturer at the Camberwell College of Arts. I lead the year-1 BA Fine Art Photography Program.                                                                                                     I am also working in collaboration with Duncan Wooldridge and Maia Conran to develop a curriculum across BA Fine Art for students to use video to present dissertations in their final year.                                                                                               In collaboration with Maia Conran, we are developing a curriculum, ‘On Positionality’, that would run cross year across photography for students to consider context. Once established we hope to scale this across Fine Art.

My background is in visual art, education and communication design. As a storyteller I employ ethnographic research methods to unearth local perspectives in my documentary practice. My visual essays have focussed on manual labour practices and material culture, primarily in India. As an educator my art practice and pedagogic practice have been intrinsically linked. I often bring my own research interests into the classroom. I have taught across the disciplines of art and design focusing on public space, community engagement, critical thinking and collaborative practice.

I hope to gain theoretical clarity on teaching methods and pedagogic practice. I have been teaching across foundation, BA and MA for 14 years.