Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686175
Title: Exam for exam's sake? : a case study of diverse forms of assessment in the formative teaching and learning of studio-based creative arts subjects for final-year university students
Author: Yip, David
ISNI:       0000 0004 5918 0325
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
This research explores the experiences and perceptions of a group of final-year creative arts university students who "suddenly and unprecedentedly" find themselves required to take two formal written examinations in their final year of a filmmaking workshop. This experience is unique not just for the students but also for me as the teacher who has taught the subject for more than thirteen years without conducting any formal examination prior to this experience. This case presents a unique opportunity for me to study the roles and functions of formative and summative, the two contrasting modes of student assessment, in the teaching and learning of a year-long creative arts subject. This teacher-researcher (Hitchcock & Hughes 1995, Unluer 2012) case study also explores the nature of learning and knowledge in creative arts through discussing the learning theories such as the revised Bloom's taxonomy of learning (Krathwohl 2002, Anderson et. al. 2005) and Schon's (1983) hierarchy of reflection. The potential limitations of Sadler's (1989) formative assessment as the norm of teaching and learning practice in creative arts are examined. Haden and James' (1997) differences and relationships between formative and summative assessment are used to see whether summative assessment can be considered as the missing ingredient of formative assessment and feedback. Findings from the teachers' and students' perspectives show two contrasting views of the issue with debates and some mixed unce11ainties. This research concludes that both formative and summative assessments, including some forms of written assessment, may complement each other in their different roles and capacities. Despite the controversy, this research argues that written examination, if used to promote "high-order" thinking, can be considered as one of the teaching, learning, and assessing tools of studio-based creative arts subjects in higher education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.686175  DOI: Not available
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