Fail again, fail better : the case for formative assessment in first year undergraduate creative practice-based modules
(2014)
Journal Article
Naray-Davey, S., & Hurley, U. (2014). Fail again, fail better : the case for formative assessment in first year undergraduate creative practice-based modules. International Journal of Arts Education, 8(3), https://doi.org/10.18848/2326-9944/CGP/v08i03/57760
This article identifies an intrinsic paradox in creative practice-based degree programmes that use outcome-led curricula and summative assessment in their first year undergraduate practical modules. Offering a personal reflection by two teachers-pra... Read More about Fail again, fail better : the case for formative assessment in first year undergraduate creative practice-based modules.