The Assessment Literacy Criteria Workshop was a pivotal moment in my academic journey, providing clarity on the various dimensions of assessment within the context of my Master's program. The session dissected the intricate layers of evaluation, aligning them with the University of the Arts London's (UAL) rigorous standards.
Engaging with the Assessment Criteria grid was an exercise in self-evaluation, pushing me to reflect on where my work currently stands and where it needs to be. The criteria of Enquiry, Knowledge, Process, Communication, and Realisation are not just academic benchmarks but are deeply interconnected with the Creative Attributes Framework, which emphasizes making things happen, showcasing abilities, and navigating change.
The workshop illuminated how these criteria are not isolated metrics but a cohesive map guiding me towards academic excellence. 'Enquiry' demands engagement with practice informed by a comprehensive analysis, which aligns with the 'Curiosity' attribute, urging me to seek out new perspectives. 'Knowledge' requires a critical synthesis of practical and conceptual understandings, resonating with 'Enterprise' that encourages measured risk-taking and the pursuit of opportunities.
'Process' and 'Communication' require experimentation and articulate expression, which dovetail with 'Agility' and 'Communication' in the Creative Attributes Framework. These attributes foster a flexible mindset and clear articulation of ideas, essential for thriving in a creative discipline. 'Realisation' culminates the assessment, focusing on the personal, professional, and academic standards of production, akin to 'Self-efficacy' and 'Resilience', fostering confidence and the ability to overcome obstacles.
The workshop's strategic discussion points, such as the focus on parity, self-identification, and the practical steps of 'Discover, Define, Develop, Deliver', provided a structured approach to understanding and applying these criteria. It was a realization that the act of assessment is not just about grading but about a holistic development of one’s competencies and capabilities.
The Design Principles, with their emphasis on people-centeredness, collaboration, and iteration, were especially compelling. They served as a reminder that my academic work should not only be about meeting assessment criteria but also about contributing to the wider community and fostering connections.
In reflection, the workshop was more than a mere academic exercise. It was a transformative learning experience that reshaped my perception of assessment as an ongoing dialogue between my work, my peers, and the broader creative industry. It has instilled in me a renewed sense of purpose and a clearer understanding of the attributes needed to navigate my academic and professional journey successfully.
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