Papers
The consortium's
research has been informed by some fundamental constructivist pedagogic
theories of learning:
a) that assessment
should build student self esteem and strengths
b) that students
take an active part in their own and their peers' assessment
c) that assessment
should be more flexible than is the norm in many UK institutions, ideally
allowing for student development in their own time
d) that assessment
should value ‘process’ as much as ‘product’ and generally allow more room
for student diversity
e) that ideally
assessment methods (particularly in the performance arts) should be capable
of rewarding risk-taking and ‘legal rule-breaking’ or surprising, unconventional
solutions to specific 'problems'.
Click on a title
below for the abstract of a paper and details of journal publications (or
direct links to) where the full text may be found.
The Discourse
of Assessment: language and value in the assessment of group practice.
Authors: Jackie Smart, King Alfred's College
Winchester, email: j.smart@WKAC.ac.uk &
Steve Dixon, University of Salford, email:
s.dixon@salford.ac.uk
Diversity and
group work.
Author: Gareth White, Goldsmiths
College, email: drp01gw@gold.ac.uk
Zen and the
Art of Peer and Self-Assessment in Interdisciplinary, Multi-Media Site-Specific
Arts Practice. A trans-cultural approach
Author: Ajaykumar, Goldsmiths
College, email: ajaykumar@gold.ac.uk
‘The show
must go on!’ group formation and affectivity: some considerations for group
work in higher education performing arts programmes.
Author: Tom Maguire, University
of Ulster, email: tj.Maguire@ulst.ac.uk
How guided reflection
can enhance group work
Authors: Cordelia Bryan &
Debbie Green, Central School of Speech and Drama, email: c.bryan@cssd.ac.uk
& d.green@cssd.ac.uk
Assessing
the Invisible: issues for interdisciplinary collaboration
Author: Catriona Scott, Dartington
College of Arts. C.scott@dartington.ac.uk
Letting the
Drama into Groupwork: using conflict constructively in collaborative performance
projects
Author: Tracy Crossley, University
of Salford, t.l.crossley@salford.ac.uk
