1. Oral Assessment in Creative Practice Heather Symonds London College of Communication University of the Arts London

2. Origins in searching for accommodation ending in inclusion 8/18/2015Heather Symonds ADSHE 20102

3. Current HESA stats 2009 www.hesa.ac.uk Rise in undergraduates 30,415 with spLD dyslexia Approximately one fifth chose creative arts 8/18/2015Heather Symonds ADSHE 20103

4. Viva Voce- Living Voice 8/18/2015Heather Symonds ADSHE 20104 Learning Outcomes Mapping across to orality Rubric of assessment Exemplars http://www.arts.ac.uk/itrd u/podcasts/accom_assess _01.mp3 Handbook

5. Altering the Discourse FdA Digital Media Production Learning outcomes: Analyse and evaluate the critical and historical influences on the development of digital media production and assess their impact upon contemporary communication media. Research and write structured reports containing rigorous argument and theoretical models which underpin practical work. Use a variety of communication, interpersonal and enterprise skills required for effective practice in the digital media industry. Effectively engage in visual communication and technological research processes. 8/18/2015Heather Symonds ADSHE 20105

6. Guides Contents of the Viva Guide(Symonds 2006) What is a viva? Who will be present at the viva? Why are dyslexic students allowed to undertake a viva? Suitability of a viva and consent Process of a viva Consent form exemplar Liaison with Study Support staff- structure Performance Assessment Narration versus analysis Building Blocks to a viva References extract from Viva Voce Guide UAL© 8/18/2015Heather Symonds ADSHE 20106

7. The Living Voice http://ualresearchonline.arts.ac.uk/536/ Kontas, Costas (2006) A critical analysis of Keiji Haino. Other thesis, London College of Communication, University of the Arts Kontas, Costas London. [Creative Arts and Design > Music]Creative Arts and Design > Music WritingPAD Goldsmiths 2005 Discourse on assessment 8/18/2015Heather Symonds ADSHE 20107

8. Pitching and Performing Vocational Varied Vibrant BA Sound Arts Design BA Fine Art BA Fashion BA Graphic Design FdA Photojournalism 8/18/2015Heather Symonds ADSHE 20108

9. Help Patsy Rodenburg- Vocal Imperialism Youtube- Presentations Vimeo uploads 8/18/2015Heather Symonds ADSHE 20109

10. Assessment Traditional- Objectivist- Knower & Known 'learners arrive at meaning by actively selecting, and cumulatively constructing, their own knowledge, through both individual and social activity' (Biggs, 1996) Constructivist 8/18/2015Heather Symonds ADSHE 201010

11. Assessment Variety Thinking Solving Performing Managing and developing oneself Accessing Demonstrating Designing Communicating Variety Rust- Oxford Brooks 8/18/2015Heather Symonds ADSHE 201011

12. Reality Real time Oral Presentation skills in curriculum Examiner Training and supervisor The resistant Short term time consuming- long term – cheaper and immediate 8/18/2015Heather Symonds ADSHE 201012 http://www.dotheduty.org/

13. The Professional Conversation MA Inclusive Learning South Bank University Orality as professional competence Portfolio Guided learning/orality – Supervisor Recorded Assessment practice 8/18/2015Heather Symonds ADSHE 201013

14. Impact assessment Greater feedback Better monitoring Develop other models 8/18/2015Heather Symonds ADSHE 201014

15. Successful orality for all ? 8/18/2015Heather Symonds ADSHE 201015

16. Dave Crabtree – Independent consultant/SBU tutor and Adviser Incurriculum at House of Commons Enthusiasm for deep learning and pragmatism Collaborative partner 8/18/201516Heather Symonds ADSHE 2010

17. Activity Supporting a student through orality Analyse and evaluate the critical and historical influences on the development of digital media production and assess their impact upon contemporary communication media. How might you assist a student with The above learning outcome for an assignment or project ? What supportive portfolio might be required How might these outcomes manifest themselves in a Professional Conversation What are professional competences? 8/18/201517Heather Symonds ADSHE 2010

18. References Lottes, J. (ed) (1973) Development and Assessment of Professional Competence in Teaching (Austin) Texas Pubns. McMillan, M. (2010) The Front Room, Black Dog Publishing Riddick, B (2001) Dyslexia and Inclusion : Time for a social model of disability perspective in: International Studies Sociology of Education Vol 11, No.3 Symonds, H. (2009) Teaching, Learning and Assessment: It’s Not Like You Think, In: Pollak, D. (ed) Neurodiversity in Higher Education (London) Wiley Symonds, H. Introducing oral assessment within creative practice: ‘I can write but it's like walking against the wind’ Journal of Creative Writing Vol.1 Issue 3 pp: 227-236- 2009 Thilakaratne, R. Competence –Based Assessment in Professional Education Validation in: Quality in Higher Education Routledge Volume 12 Issue No 3 (DATE??) RMIT/La Trobe, (20007) Doing It Better: A Learning Forum on Learning Difficulties in Education, Storey Hall, RMIT University, Melbourne, Australia, 14 th and 15 th May 2007 http://prospectus.lsbu.ac.uk/courses/course.php South Bank University prospectus {accessed: 06.06.2010} http://prospectus.lsbu.ac.uk/courses/course.php http://www.commongroundpublishing.com/ conference organisers and publishers {accessed: 06.06.2010} Symonds, H (2006) ‘Structured vivas as accommodated assessment for dyslexic students’ University of the Arts, Teaching and Learning Report 2005/06. Available from: http://ualresearchonline.arts.ac.uk/516/1/devt_heathersymonds1.pdf. [Accessed: 02.05.2010] http://ualresearchonline.arts.ac.uk/516/1/devt_heathersymonds1.pdf WritingPAD Writing Purposefully in Art & Design. www.writing-pad.ac.uk 8/18/2015Heather Symonds ADSHE 201018