Effective Assessment in Art and Design :udwriting learning outcomes and assessmentudcriteria in art and design

摘要

This document has been written to help teachers in art and design who are writing projectudbriefs or unit outlines in learning outcomes form for the first time. It is not meant to beudprescriptive but rather a general guide that attempts to clarify the purposes of outcome-ledudlearning and identify some of the pitfalls you might encounter.udYou will find that the most successful examples of outcome-led learning come fromudcompetency-based learning where it is relatively straightforward for students to provideudevidence of their learning because the outcomes are almost always skills oriented.udIncreasingly, universities are adopting the learning outcomes approach (student-centred) inudpreference to the aims and objectives approach (teacher-centred). Many examples now existudof text-based subjects working with learning outcomes. One of the major challenges for themudis to take the term 'understanding' and redefine it in terms of more specific measurableudcognitive (thinking) outcomes. In art and design our challenge is greater because we workudwith rather more ambiguous terms such as 'creativity', 'imagination', 'originality' etc as well asud'understanding'. A significant challenge for you then will be to articulate learning outcomes inuda way which promotes these important cognitive attributes but at the same time providesudsome useful methods of measuring their achievement.