Visual and creative assessments: the Learning Developer perspective

Abstract

This presentation explored the role of Learning Developers in supporting university students working on visual and creative or ‘authentic assessments’ (Kędra and Žakevičiūtė, 2019; Peña and Dobson, 2021). The paper considered how Learning Developers are well-placed to provide insights into understanding how students comprehend and engage with such assignments (Bartram, 2023). This perspective is particularly useful for visual and creative assignments where the assessment and evaluation of ‘creativity’ can prove challenging for educational professionals (Balchin, 2006).

The paper provided insights into how students approach and comprehend visual and creative assessments, and the potential impact on the Learning Developer role. I contended that some students struggle to understand what is expected and how such assessments are graded. There appeared to be a particular concern for assignments with little or no written element, assessed instead by word count equivalence. I discussed how our Academic Skills team responded to student need by providing new teaching support on visual literacy and creative skills development in collaboration with colleagues.

The presentation provided an opportunity to outline my recent research findings that showed how such assignments were received and valued by students across different disciplines in terms of personal, academic, and professional skills development. By focusing on the student experience, this research identified areas for adaptation or enhancement in the creation, delivery, and support of assignments to promote greater inclusivity. The paper concluded with a reflection on how the unique position of Learning Developers could inform and shape the provision of visual and creative assessments.