Symposium 21/10/2021 – Lightning Talk Janine Francois – Video

Janine Francois, Course Leader for BA Culture, Criticism and Curation at Central Saint Martins, UAL, shares her approaches of encouraging students to share their whole self through assessment.

We look at student’s work and reflect on how heritage, identity and personal practice can be valued within the art school.

This session 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 (GSA) and Leeds Arts University (LAU).

Symposium 21/10/2021 – Lightning Talk Mo Ling Chui – Video

Mo-Ling Chui, Course Leader for Design Management at London College of Communication, UAL, shares the Hackathon that was designed to address issues of identity, belonging and sense of community.

Using collaborative strategies and design thinking, students were prompted to self-assess using inspirational prompts: ‘I like, I wish, I wonder’.

This session 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 (GSA) and Leeds Arts University (LAU).

Symposium 21/10/2021 – Lightning talk Michael Smith – Video

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 for students.

This lightning talk 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 (GSA) and Leeds Arts University (LAU).

Symposium 21/10/2021 – Creative Arts Learning Model – Video



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 criteria that were not fit for purpose in a creative arts context.

This session 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 (GSA) and Leeds Arts University (LAU).

Symposium 21/10/2021 – Panel discussion on pass/fail assessment – Video

This panel discussion on pass/fail assessment in arts higher education is between invited speakers:

  • Professor Sam Broadhead (LAU)
  • Dr Neil Currant, (UAL)
  • Peter Hughes, (LAU)

It 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. 

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 (GSA) and Leeds Arts University (LAU).

Symposium 21/10/2021 – Keynote from Dr Jan McArthur – Video

Assessment for Social Justice: why belonging matters

Dr Jan McArthur rethinks the purpose of assessment through the lens of social justice.

Drawing upon Axel Honneth, belonging is explored as relational and related to the philosophical idea of recognition.

We consider care, respect and esteem as ways to bring joy and compassion to assessment practices.

This keynote 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 (GSA) and Leeds Arts University (LAU).