TPP. Blog Post One. Experimenting with Mark Russell Assessment Patterns.
Introduction.
This blog post will utilise Mark Russel’s, framework on Assessment Patterns (Russell, 2010) as a lens to reflect and evaluate the assessment patterns completed on the MA Design for Art Direction (MADAD) course. The MA consists of five units [1], plotted against a fifteen-month model, across four terms. I will further plot and review two future projected models, the first being the shift of weeks per term occurring in the academic year 24/56. The second model will be based on the planned 26/27 revalidation of the course and the transformation to a 12month model. These models will be presented to the MADAD course team to discuss, review, and inform the course future changes.
(Russell, M. 2010).
Context.
Wednesday 28th February 2024 the TTP PgCert delivered a dedicated session on assessment in the context of the third Case Study. Prior to the session we were asked to select from a number of readings, and be prepared to discuss this with other participants. I choose Assessment Patterns by Russell 2010. My fellow participants Jess Ball a 3D Workshop Technician, and Laura Lovell-Anderson a Course Leader for BA User Experience Design, also coincidentally chose the same reading.
(MIROboard entry, Bell, J. Hodgson, J, J. Lovell-Anderson, L. 2024)
Analysis.
Together we began unpacking why we were all drawn to this reading, given on the list it was positioned at the end. An obvious conclusion was that it was visual, the other conclusion was empathetic planning is universal to all our roles. Understanding a human centric experience (Dimitriadis, Y. Martínez-Maldonado, R., Wiley, K. 2021) and applying a clear logical feeling framework of expectations on a pedagogical journey is a paramount skill to refine (Cicha, K. Rizun, M. Rutecka, P. and Strzelecki, A. 2021).
Application.
Using Russel’s Assessment Patterns framework and visual language I reconstructed the MADAD units across the current model and two projected models.
The Current Model.
The five MADAD units run across four terms. Four of the units have overlaps in delivery, meaning that in the first two terms there are multiple units running at the same time. When the MADAD team pedagogical plan we are conscious about what occurs in the parallel units and accommodate for this. To adapt the model further I have expanded the key of components including in the diagrams and provided more detail, the revised key can be found below.
Existing Key (Russell, M. 2010).
Adapted Key.
The current course model is five units spread across four terms. 42 weeks total.
Autumn Term 10 weeks.
Spring Term 10 weeks.
Summer Term 15 weeks.
Autumn Term 07 weeks. 03 weeks of MA Showcase work.
MADAD 15month Model overview.
Autumn Term.
Spring Term.
Summer Term.
Autumn Term.
The Second Model.
Is based on the 24/25 shift in term dates. This shift is to accommodate MAs transitioning to the future 12month model. The challenges posed here is all of the units were designed to fit the existing term models. A 10 week unit would start at the beginning of a 10week term and conclude in the same term. Reconfiguration of the existing model is plotted below, with changes highlighted.
Term date shifts for 24/25, will result in the same five units spread across a differently aligned four term model. 42 weeks total.
Autumn Term 12 weeks.
Spring Term 10 weeks.
Summer Term 12 weeks.
Autumn Term 08 weeks. Unconfirmed MA Showcase dates.
MADAD 15month Model overview mapped against new term dates.
Autumn Term.
Spring Term.
Summer Term.
Autumn Term.
The Third Model.
This model is based on the MADAD course undergoing a revalidation and transitioning to the future 12month model. This is a future process, so not all the details have been confirmed, the Assessment Patterns diagram represent is a speculative projection at the moment.
26/27 Re-validation projection for the 12-month MA model. Number of units unconfirmed. Number of weeks unconfirmed.
Autumn Term 12 weeks.
Spring Term 10 weeks.
Summer Term 12 weeks. Unconfirmed MA Showcase dates.
MADAD 12month Model speculative overview.
Autumn Term.
Spring Term.
Summer Term.
Summary.
When plotting the future changes, these diagrams will be used by the MADAD team to review and plot appropriate Assessment Patterns.
Footnote.
[01]. Unit01 Critical Perspectives and Research Methods. 10week unit.
Unit02: Defining Design for Art Direction. 13week unit.
Unit03: Collaborative unit. 10week unit.
Unit04: Specialist Practices. 15week unit.
Unit05: Final Major Project. 12week unit.
Reference List.
Cicha, K. Rizun, M. Rutecka, P. and Strzelecki, A. (2021). ‘COVID-19 and Higher Education: First-Year Students Expectations toward Distance Learning Sustainability’. 13, no. 4: 1889. https://doi.org/10.3390/su13041889. March 2024.
Dimitriadis, Y. Martínez-Maldonado, R. Wiley, K. (2021). ‘Human-Centered Design Principles for Actionable Learning Analytics’. Research on E-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_15. March 2024.
Russell, M. (2010). ‘Assessment Patterns: a review of the possible consequences’. University of Hertfordshire, Blended Learning in Practice.
Russell, M. and Bydate, D. (2010). ‘Assessment for learning: An introduction to the ESCAPE project’. University of Hertfordshire, Blended Learning in Practice.