For this case study, I would like to use a specific example of student formative review and propose an alternative approach.
Context
The students have produced a piece of editorial illustration to accompany an article. All of the students were expected to use the same dimensions and layout, but could make or draw in any manner they liked. They had to produce ‘roughs’ (sketched options) as part of their process.
Current Review Format
The whole year group are in attendance. Works are printed and displayed on the studio walls. Students are given worksheets asked to do the following tasks:
Worksheet 1.
Work in pairs and answer these questions:
What do you think the illustration is trying to say in response to the article?
What is the mode of communication in the work?
How well does the illustrations ability to communicate match the makers intentions?
Is there something you think could improve the images communication or realisation?
Repeat the task in a new pair.
Worksheet 2.
Walk around and view the work.
Find 2 pieces of work that you think best respond to the article. Write down why.
What are the similarities between the 2 pieces you chose?
Teaching materials, BA Illustration at Camberwell College of Arts, 2023.
Evaluation
While these questions do help the students to reflect on the work produced and relate to the learning outcomes, I believe there are areas for improvement.
The tasks rely on written communication, and the worksheets have limited space. For some students, this much writing will limit the amount of time they have to converse and evaluate.
When reviewing the written responses, many of the comments were not meaningfully evaluative. Many included comments such as “nice” or “good style”, without going into detail. Cultural differences should be noted too. For some students, any criticism of another’s work is impolite. Others may find a supportive tone difficult to communicate.
Finally, the brief mimicked a ‘real life’ scenario an illustrator may find themselves in. The feedback worksheets do not relate to professional practice, this may have provided a useful grounding for evaluative critique.
Moving Forwards
I propose the use of role-play to improve this formative assessment session. In ‘Making marks: assessment in art and design’, Professor Susan Orr posits that identity is ‘fully implicated’ in art and design assessment practices. (2010.) Role-play may allow us to shed identities and put on new ones. We could even play with the idea of costume, perhaps a level of silliness to remove the anxiety of the critique. The roles may be as follows:
Reader: You are the target audience. Did the illustration catch your eye? Did it persuade you to read the article? What did the illustration add to your experience reading?
Art Director: You have been tasked with commissioning an illustration. What sketches did you see? What changes did you ask for? Are you satisfied with the final results?
Author: You are the journalist who wrote the article. Do you see your words reflected in the image? Does the tone feel appropriate? Do the people represent who you had in mind?
We understand that an effective review allows students to practice scenarios in a supportive environment without the pressures of the real world. (Dr Bernadette Blair, ‘Perception/Interpretation/Impact’, 2007. Nicol and Macfarlane‐Dick, ‘Formative Assessment and Self‐regulated Learning’, 2006.) I believe role-play would facilitate this further. It may even open up students to future roles they can pursue!
Bibliography
Dr Bernadette Blair. ‘Perception/Interpretation/Impact’. Networks Magazine, no. 1 (May 2007): 10–13.
Finnigan, Terry. ‘Reducing Referrals and Resubmissions: Using Make the Grade’. Academic Enhancement Model Toolbox. University of the Arts London. Accessed 21 February 2024. https://www.arts.ac.uk/__data/assets/pdf_file/0021/190155/AEM-Reducing-referrals-PDF-304KB.pdf.
Nicol, David J., and Debra Macfarlane‐Dick. ‘Formative Assessment and Self‐regulated Learning: A Model and Seven Principles of Good Feedback Practice’. Studies in Higher Education 31, no. 2 (April 2006): 199–218. https://doi.org/10.1080/03075070600572090.
Professor Susan Orr. ‘Making Marks: Assessment in Art and Design’. Networks Magazine, no. 10 (2010).
