(Re)designing an integrated Fashion Contextual Studies programme: a Semio-philosophical view on HE creative teaching

This article presents a philosophical reflection of creative teaching. It focuses on the changes in a Fashion Contextual Studies curriculum at the University for the Creative Arts. Looking for answers in Structural Semiotics and Phenomenology, the work exposes the methods used to curate a new year 1 programme which aims at integrating Contextual Studies and …

Championing GradeMark for Assessment and Feedback in Film Production

This article focuses on the development of a community of assessment practice which aimed to ensure that all assessors were consistent with their assessment decisions. The community sought to enable students and assessors to be active participants in a feedback loop, and this research investigated the role that the online feedback tool Grademark could play …

What is wrong with Eisner’s theory of connoisseurship for assessment in the arts – and why

Elliot Einser’s theory of connoisseurship has been influential in the discourse around assessment of arts disciplines for forty years – and still is. It claims that judgments should be based on the fact that assessors are like connoisseurs: able to discern, discriminate and thereby identify good work, as well as being able to explain the …