I am reflecting on live presentations as a form of assessment for year 3 of the Hair Make up & Prosthetics for Performance BA, for which I am the course leader. It’s an experimental and research unit in preparation for the final project and was previously an online portfolio submission.
This new live format allows me to; reflect industry practice, reduce marking and feedback time, align with experiential teaching methods and visual learning styles.
Until now our biggest issue was being unable to view physical work and live processes in a performance context. The live format enables us to physically see practical work and experimentation live, rather than via photographs in a portfolio.
To prepare students for industry we need to re-create industry conditions wherever possible. The ‘Authentic Assessment Theory’ (Hammond D 1995) is relevant in my teaching practice. The theory promotes assessment through performance as opposed to a written submission. Including replicating real life challenges, encouraging critical thinking, problem solving and interpretation of concepts into practical work.
During planning I first evaluated assessment requirements and allocated LO’s appropriately. (See attached brief)
Assessment requirements:
- 12 minute digital presentation (LO 1, LO2, LO3)
- Supporting physical evidence (LO 2)
For parity, I planned formative assessments to take the same live presentation format.
Students had the option to pre-record their voice over. This was especially helpful in meeting needs of diverse learners.
Although physical supporting evidence of experimentation was mandatory, several students had none to show. On reflection this must be made clearer. Completing a live demonstration was also an option on the brief which none of them did. Student feedback said this was due to lack of finances for extra materials and anxiety of failure and being downgraded.
Moving forward:
I will revisit the brief regularly giving students a clear checklist and offer ‘make the grade’ (Finnigan, T. 2015) sessions, (see image below)
The unit is experimentation and research with no fully realised outcome and no penalties for unsuccessful experiments. There is no right or wrong it is process focused, to justify choices and critically analyse to find solutions. This is another characteristic of the Authentic Assessments theory known as ‘Open-Ended’ assessments. To address this fear of failure and for personal development I will find ways to focus on learning and process not perfection, encourage reflection and peer support and demonstrate how failure is an opportunity for growth. I have also introduced alumni/industry practitioner talks emphasising the importance of experimentation and self- reflection.
Staff feedback (see Miro Board below) revealed issues with technology, time, feedback parity and staffing. My biggest issue was being unable to give live feedback. We were allowed to ask questions but feedback and grades were written and published online. I would change this, it is far more productive to feedback on physical work when you have it in front of you. In future I will explore digital resources for recording the live verbal feedback.
Miro Board feedback
Live assessments support learning appropriately in our discipline, they improve communication skills and allow more context focused feedback. Although students were happy to receive grades and feedback sooner, they did not enjoy a change in assessment style in their final year when stress levels are already high. Changes must be embedded from year 1.
Bibliography:
Authentic assessment in action: Studies of schools and students at work. L Darling–Hammond, J Ancess, B Falk – 1995 – books.google.com.
Make The Grade: Finnigan, T. UAL 2015 (Drawing on the work of the University of Derby PReSSpack)
Professional 1 Assessment Brief: