Activity: Participating in or organising an event types › Participation in conference
Description of Activity
Theory and Contextual Studies: Beyond Writing a Dissertation (Alternative Assessments for Research-Based Modules Across CCI)
The process of determining creative works as rigorous productions of new knowledge is complex. As creative practitioners, we suggest that practice-led research is distinct from other disciplinary research in the very form of rigour and evaluation processes in which these creative works come to life. Contextually, this premise is underpinned by broader university implications of creative research being measured against the criteria of traditional research, with its quality metrics often preferencing the Sciences. We, therefore, emphasise creative research as holding its own creative rigour, encompassing complex crossovers between academy and industry.
Because our disciplines are primarily visual, not everybody is a natural writer or an academic theorist. Students from ‘Widening Participation’ backgrounds and International Students often struggle with written work, research-based modules and Dissertations. Additionally, many students in art schools and those studying creative subjects in HE are dyslexic and dyspraxic (Royal College of Art, 2015). As Purdy and McClure suggest, “anxiety caused by research paper assignments have been around since at least the 1960s”.
The aim of the session today is to present the plurality of assessment types for CCi modules that aim to assess knowledge, understanding and exploration of theory and research in their respective disciplines in courses from all 4 Schools within CCi.