Belonging through assessment: Pipelines of compassion
QAA Collaborative Enhancement Project 2021
In this QAA podcast, colleagues explore the institutional context for pass/fail assessment in undergraduate and postgraduate courses at Leeds Arts University, and ways in which the experience of pass/fail assessment can support authentic learning. We hear from students about the …
QAA Membership Podcast: Students’ views and experiences of pass/fail assessment Read more »
It was very interesting to speak with the ‘Belonging through assessment: Pipelines of compassion’ project group about a research methodology I’ve used for an upcoming book chapter (Huxtable 2022), ‘Performance’ measures as neoliberal industrialisation of higher education: A policy archaeology …
Policy Archaeology: Method and Utility? by Jason Huxtable Read more »
Michael Smith, Course Leader for Animation at Leeds Arts University shares some of his approaches to building community and belonging through assessment practices. The use of dialogic approach to feedback is explored as a way to reduce anxiety and pressure …
Symposium 21/10/2021 – Lightning talk Michael Smith – Video Read more »
Professor Sheila Gaffney and Nina Spencer offer their insights into how registry and academics worked together to develop an assessment framework: Creative Arts Learning Model (CALM) at Leeds Arts University. The framework responded to concerns over learning outcomes and assessment …
Symposium 21/10/2021 – Creative Arts Learning Model – Video Read more »
Who are you and why is this project important to you? I am Professor Samantha Broadhead, Head of Research, at Leeds Arts University. The project’s themes are pertinent to my research interests in widening participation in arts education (particularly mature …
Introduction to the team at Leeds Arts University Read more »
Belonging through assessment: Pipelines of compassionQAA Collaborative Enhancement Project 2021Launch Event 10 June 2.30-4pm ‘Belonging through assessment: Pipelines of compassion’ proposes a key role for student belonging in arts’ assessments policies and pedagogies to help address issues of social justice. …
A sense of belonging is considered one of the most important needs of students in their learning. The pandemic has deepened feelings of ‘unbelonging’ among many higher education students as it has exacerbated existing inequalities. This QAA Collaborative Enhancement Project will propose new quality indicators that focus on belonging, compassion and equity, …