Case Study 5: Rigour and integration in Media Arts
A Case Study from the Institutes of Technology and Polytechnic (ITP) sector. Part of the Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment project.
The Institutes of Technology and Polytechnic Sector
Name: Tim Croucher
Institute: Waikato Institute of Technology (Wintec)
Researcher: Jane Stewart
'You can put decent rigorous academic frameworks around the subject thought of as slippery, subjective and ambiguous.'
The formative assessment strategies were prompted by some students' confusion on receipt of assignment project briefs. They were motivated by the teacher's determination not to replicate the assessment practices, which he experienced as a fine arts student, as well as the need to 'get it right' for moderation processes and best practices.
The purpose of the strategies is to help students navigate their responses to written project assignment briefs for practical arts. The formative strategies facilitate independent learning with the appropriate support.
Students work from project briefs to complete their independent projects over a nominated time period. The three formative strategies include:
- Students re-writing the project brief in their own words following in-class discussion
- Teacher referring directly to the performance criteria of the project brief, when giving formative feedback to students.
- Teacher writing a schema which describes the standard expected at each grade level
Colleagues have found the strategies very helpful in other practical arts subject areas. Students note the assessment is fair and well reported.