Improving marking of live performances involving multiple markers
Faculty of Regional and Professional Studies
School of Education (RPS)
Assessment in the arts can be challenging. The problems associated with assessing student performances are that judgements are complex and even more so when they involve multiple markers (Campbell, 2005). It can be difficult to ensure assessment is fair, valid and reliable and that students are provided with clear feedback that is meaningful to them. This paper describes the development and trialling of an innovative, technology supported tool, designed to improve the confidence, efficiency and effectives of student performance-based assessment in arts education. This project is a work in progress and early trials of the Internet based digital computer technology tool suggest that it reduces tutor anxiety, increases markers‟ confidence, improves the management of assessment and record keeping, facilitates easy and quick moderation, and provides explicit feedback to students to enhance ongoing learning. The perception by stakeholders is that this assessment is far more accessible and easy to use than previous methods. The project was implemented in a Bachelor of Education course, with 170 third year pre-service teacher students. The performances were an end of semester assessment where groups of students were simultaneously assessed on short creative performances by each of their three tutors. Initial assessment was conducted online during the live performances and also online for one week afterwards, where tutors were able to review video clips of each performance and discuss marks via a confidential online tutor „chat box‟. The marked electronics rubrics with the video clips and tutor comments were emailed as pdf documents to students. The students‟ responses have been overwhelmingly positive. They have a preference for electronic assessment as this enables them to review and engage with their assessment multiple times. They felt that having the video clip of their performance side by side with the assessment clearly demonstrated learning.