During a discussion in this session, (designing and planning for learning across a number of levels.) I noticed that many conversations aimed to “end with questions,” which felt alien and uncomfortable as a technician with a problem-solving focus. I have been taught to find answers to every question brought up, though I do realise the value of learning over longer periods of time. The conversation  in this session shifted towards assessment and learning objectives for both our students and ourselves.

I recalled an Albert Einstein quote, “Everybody is a genius, but if you judge a fish by its ability to climb a tree, it would live its whole life believing that it’s stupid,” The discussion highlighted how even an understanding of this concept can show up in art school, where experimentation can become formulaic and nothing more than a tick-box exercise. I have noticed this in the workshop when students have an idea but want to finish the project as soon as possible. Though I encourage them to test, make dummies, and try different materials to find the best fit for the concept,  often, students take whichever option will complete the project fastest.

Somewhat ironically, we were then led to discuss our own learning objectives for the PgCert.

In the spirit of finishing with questions, here is what came up for me today.
– What does it mean to split people up into A,B,C,D?
– What is the purpose of grades, and putting someone into a grade? What does that person get out of it?
– What does A+, or excellent mean? Does everyone want to be excellent by the predetermined standards?
– How might all of this have an effect on the conceptual and physical work my students are making?

See this blog post for a more detailed exploration of this material.

In preparation for the course seminar on Wednesday I read Allan Davies article Learning outcomes and assessment criteria in art and design. What’s the recurring problem?
Alan led UAL’s Centre for Learning & Teaching in Art & Design several years ago and the article below was described as ”offer[ing] a balanced critique of outcomes-based learning and assessment from a position of considerable experience working with art and design HE institutions.”

I was trying to read this while working in the workshop, so was interrupted a lot through the day with student enquiries. However, as this is such horribly dense material, it was actually refreshing to come back to a paragraph I had left, and find I had more understanding once I had returned after a small break doing something irl with a student.

Speaking with Andrew today, we discussed how a lot, if not all the material of the course so far feels very directed towards academics, and it is hard to understand how to apply this to my role as a technician.
I was not sure if I should try to relate it to technical work, or to understand it theoretically as an academic. I have no problem following it theoretically, but I had been struggling to feel motivated as it is all so far from my actual role.

We discussed that though to asses a student, and create learning outcomes doesn’t exists in the same way in our roles, we are constantly assessing students abilities, in as much as “are they capable of doing this on their own?” and guiding them towards objectives – leaving the workshop with a piece of work finished to a professional standard.

See this blog post for a more detailed exploration of this material.

Neil Currant’s lecture provided an insightful summary of research into assessment practices in higher education, with a particular focus on creative courses.

He discussed the hierarchical relationship between lecturers and students during assessments, noting that learning may not always be demonstrated during this time. Neil proposed giving students more responsibility and focusing on feedback to enhance genuine learning, avoiding the negative effects of prioritizing grades. The idea of returning to a pass/fail system was also briefly discussed to mitigate the excessive importance of grades on creative learning.

As a technician, I don’t feel like I assess in a structured way as academics do, and I found this conversation really interesting. Assessment can be used to take account of learning and develop students work, but it is often used as a standardized system that fits into a culture of attainment, credit, and awards. However, in the workshop, a compassionate evaluation or feedback is the only style of assessment I ever make, and I always see students work improve either immediately, or over time as they start to value their skills more highly.

For me, the lecture raised some thought-provoking questions about assessment practices in higher education. It highlighted the need for assessment to be compassionate and responsive to the diverse modes of learning, and for students to be given more responsibility and focus on feedback rather than grades. It is essential to recognise the impact of assessment procedures on student learning and to adopt a more holistic approach to assessment that supports and fosters creativity, risk-taking, and conceptual thinking.

The UAL Climate Action Plan raises questions about how to discuss the climate emergency with students and how critical the university is being when it encourages climate justice principles while still operating as a business. The plan echoes Holmwood’s text on whether higher education curricula can be decolonized while universities prioritize profit. While the plan recognizes the intersection between decolonization and decarbonization, it may prioritize individual attitudes, behaviors, and choices over larger, more effective changes.

We were split into groups, and I was surprised to find I was one of only 3 in the group who did not think UAL’s policy was enough. Joel, Emile and I discussed our feelings on the plan, and where we each felt it was lacking. We were in agreement that though there was a lot it didn’t cover, to work with the plan’s principles, one could reframe the intended learning outcomes for students to include a critical understanding of their work’s relation to its wider professional context and the current social/political/ecological moment. This could invite a deeper critical avenue for students to reach the learning outcomes and understand the role of art in the current moment.

In essence, the UAL Climate Action Plan provides a beginning of a framework for integrating climate justice principles into the curriculum, but it is essential to recognise the tension between encouraging individual actions and systemic change. Reframing learning outcomes to incorporate ecological impact could provide a critical avenue for students to understand their work’s relation to the wider professional context and contribute to the larger climate justice movement.