In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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8 resources found.
Studio Teaching Project: Four Reports
Bridging gaps in music teacher education: developing exemplary practice models using peer collaboration
Australian Writing Programs Network
Assessing group work in media and communications
Curriculum development in studio teaching
Dancing Between Diversity and Consistency: Evaluating Assessment in Postgraduate Studies in Dance
The project aims to refine a code of assessment for postgraduate research studies in dance in Australia, encompassing the two primary modes of investigation, written and practice-based theses, their distinctiveness and their potential interplay. The code will facilitate best practice in assessment for higher degree studies in dance and related creative arts’ disciplines.
The Report on the research project, 'Dancing with Diversity and Consistency: Refining Assessment in Post Graduate Degrees in Dance', provides useful information regarding the research methodology employed in the development of the project’s guidelines, which are articulated through its primary research outcomes: the website and booklet. In reflecting on the very recent history of dance in tertiary contexts, its ‘fledgling status in postgraduate contexts’, and the research methodologies employed, the report succinctly outlines some of the key formulations around research degrees: the transition from dependence to independence; the question of how to assess embodiment in the context of higher degree research; as well as the variations to approach and methodology encountered throughout the course of the project. The report also looks at the factors that contributed to the project’s success as well as those that impeded progress. The report is generous in its acknowledgement of contributing stakeholders, and candid in reflecting on the variations and/or limitations that manifested throughout the research process, and which are likely to influence future developments in creative arts research. By also acknowledging the temporal and/or dynamic nature of the research undertaken, the researchers leave the way open for discussion, dialogue and the whole question of knowledge throughout the expanded field of dance and choreographic practices in particular, and the creative and performing arts in general.