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Oral Assessment in Creative Practice
Heather SymondsLondon College of Communication
University of the Arts London
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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
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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/
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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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