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Khalid Al Mkhlaafy, Lasalle College of the Arts, SingaporeAbstract
This presentation will chart the journey in a holistic, production oriented BA Film programme in art college to overcome the challenges associated with the assessment of the collaborative final year thesis film in order to create a more transparent and individual student contribution oriented assessment framework.
As the college aimed to transition to university status there was a requirement, as articulated through external examiner reports, to shift from a generic assessment model which evaluated the thesis film as a whole to one which was more individualised, transparent and equitable. The new framework focused on the main roles, such as screenwriting, producing, directing, cinematography, editing etc., while also containing an assessed component for self-reflection and collaborative engagement.
The presentation will detail how a number of strategies were used including programme development meetings, lecturer/student group discussion and brainstorming sessions, as well as industry consultations, in order for the development team to formulate a clear and concise assessment criteria framework. Key concepts such as equitability and transparency from a student perspective were major guiding principles in the endeavour, while issues relating to feasibility of implementation as well as efficiency for all assessors, also had to be taken into consideration.
The presentation will also cover how a variety of both qualitative and quantitative methodologies were employed in order to assess the effectiveness, rigour and transparency of the assessment framework changes, including bi-annual student module surveys and programme review meetings, as well as annual external examiner evaluations and reviews.
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