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 role of tutor and peer feedback, and finally, consider its impact on skills development for future employability.
Guest speakers are:
- Peter Hughes (Academic developmental manager)
- Dr Laura da Costa (Access and participation development manager)
- Max Mooney-Walsh (Level 5 student pursuing BA Hons Comics and Concept Art)
- Lennox Bruwer (Level 7 student, MA Animation, Interactive Technology, Video Graphics and Special Effects)
This podcast focuses on student experience and is part of the QAA Collaborative Enhancement Project, Belonging through assessment: Pipelines of compassion. For more information about the project, visit: https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/belonging-through-assessment-pipelines-of-compassion
From our panel discussion on pass/fail, we have developed a podcast as part of our podcast series, Interrogating Spaces. With special thanks to Gemma Riggs for the production. This panel discussion on pass/fail assessment in arts higher education took place online during the ‘Belonging through assessment: Pipelines of compassion’ symposium on 21st October 2021.
The symposium forms part of the QAA Collaborative Enhancement Project 2021 and is a partnership between University of the Arts London (UAL), Glasgow School of Art and Leeds Arts University (LAU). The discussion between invited speakers: Professor Sam Broadhead (LAU), Dr Neil Currant, (UAL) and Peter Hughes, (LAU) is facilitated by Dr Kate Mori (Academic Engagement Manager, QAA).
The discussion explores the potential of pass/fail as a compassionate approach to assessment and explores the challenges in changing practice and policies from the perspective of staff, students and the wider institution. A fascinating conversation that explores the complexities of feedback and assessment and implications for student belonging.