During the workshop about assessment practices we discussed the concept of qualifications.
Formal education is based around a compromise, or a deal, whereas grades and qualifications are exchanged for set learning achievements.
In the context of arts, the idea that learning should be directed and rewarded based on box ticking, doesn’t feel right. There were voices in the group that supported the idea of allowing free reign in what and how students may explore their chosen disciplines, which sounds poetic and inspiring. I have certainly observed students who are extremely talented, if unruly, get lost in a creative tangent that takes them away from their learning outcomes.
I believe that the crux of the matter is in the word “formal” attached to education. UAL graduates enter the world of work with a piece of paper that qualifies them according to certain standards, and guiding them to adhere to those standards could be stifling, but somewhat inevitable.
In the context of the Fashion Contour course, we notice this in the stark difference in attitude between Year 2 and Final Year students. Year two is based on skill learning and briefed project with industry partners – it is the year where students learn to work within limitations, and many struggle to adjust. Final Year students are gratified by setting their own brief, and although they still have to work within limitation, they are more engaged and conscious of how this benefits them.
Recourses
Nicol, David J. and Macfarlane-Dick, Debra (2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31: 2, 199 — 218