Oral Assessment in Creative Practice Heather Symonds London

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

Origins in searching for accommodation ending in inclusion 3/19/2018 Heather Symonds ADSHE 2010 2

Current HESA stats 2009 www. hesa. ac. uk • Rise in undergraduates 30, 415 with sp. LD dyslexia • Approximately one fifth chose creative arts 3/19/2018 Heather Symonds ADSHE 2010 3

Viva Voce- Living Voice Learning Outcomes Mapping across to orality Rubric of assessment Exemplars http: //www. arts. ac. uk/itrd u/podcasts/accom_assess _01. mp 3 Handbook 3/19/2018 Heather Symonds ADSHE 2010 4

Altering the Discourse Fd. A 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. 3/19/2018 Heather Symonds ADSHE 2010 5

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© 3/19/2018 Heather Symonds ADSHE 2010 6

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] • Writing. PAD Goldsmiths 2005 Discourse on assessment 3/19/2018 Heather Symonds ADSHE 2010 7

Pitching and Performing Vocational Varied Vibrant • BA Sound Arts Design • BA Fine Art • BA Fashion • BA Graphic Design • Fd. A Photojournalism 3/19/2018 Heather Symonds ADSHE 2010 8

Help • Patsy Rodenburg- Vocal Imperialism • Youtube- Presentations • Vimeo uploads 3/19/2018 Heather Symonds ADSHE 2010 9

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 3/19/2018 Heather Symonds ADSHE 2010 10

Assessment Variety • • • Thinking Solving Performing Managing and developing oneself Accessing Demonstrating Designing Communicating Variety Rust- Oxford Brooks 3/19/2018 Heather Symonds ADSHE 2010 11

Reality • • • Real time Oral Presentation skills in curriculum Examiner Training and supervisor The resistant Short term time consuming- long term – cheaper and immediate http: //www. dotheduty. org/ 3/19/2018 Heather Symonds ADSHE 2010 12

The Professional Conversation • • • MA Inclusive Learning South Bank University Orality as professional competence Portfolio Guided learning/orality – Supervisor Recorded • Assessment practice 3/19/2018 Heather Symonds ADSHE 2010 13

Impact assessment • Greater feedback • Better monitoring • Develop other models 3/19/2018 Heather Symonds ADSHE 2010 14

Successful orality for all ? 3/19/2018 Heather Symonds ADSHE 2010 15

Dave Crabtree – Independent consultant/SBU tutor and Adviser • Incurriculum at House of Commons • Enthusiasm for deep learning and pragmatism • Collaborative partner 3/19/2018 Heather Symonds ADSHE 2010 16

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? 3/19/2018 Heather Symonds ADSHE 2010 17

References • • Lottes, J. (ed) (1973) Development and Assessment of Professional Competence in Teaching (Austin) Texas Pubns. Mc. Millan, 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, 14 th and 15 th May 2007 http: //prospectus. lsbu. ac. uk/courses/course. php South Bank University prospectus {accessed: 06. 2010} http: //www. commongroundpublishing. com/ conference organisers and publishers {accessed: 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_heathersymonds 1. pdf. [Accessed: 02. 05. 2010] Writing. PAD Writing Purposefully in Art & Design. www. writing-pad. ac. uk • • • 3/19/2018 Heather Symonds ADSHE 2010 18