T. Bastiaens & M. Ebner
Faculty of Education and Arts
School of Communication and Arts / Centre for Research in Entertainment, Arts,Technology, Education and Communications
Assessment-centered is the new black, apparently, if you believe recent research literature (eg. Boud & Associates, 2010) – but multi-disciplinary student assessments in multimedia are already challenging to assess. Naturally the more complex the project the more challenging it is for those administering the assessments, and in multi-unit settings (rather than end-of-course ‘capstone’ units) the complexity can be extreme. The consequential staff overload is insufficiently addressed even if the results are worth it. Shared assessments start with one large situated project and ask multiple staff running multiple units to collaborate whilst designing their assessments, all based around student teams ‘solving’ that project. This on-going research has developed criteria for better supporting staff in complex multidisciplinary projects in multimedia. After two years of iterations we thought to share the draft criteria, the positive results and the challenges through this paper and use feedback to better prepare for future iterations.