Faculty of Education and Arts
School of Education / Centre for Schooling and Learning Technologies
The collection and marking of student artwork across a large jurisdiction such as Western Australia is challenging where the work is submitted to a central location to be marked by experts and returned to students. An alternative approach would be to submit digital representations of the artworks online for marking. However, to give a valid and reliable measure the representations would need to be of adequate quality. Further, judgements of artworks are necessarily subjective giving concern about the reliability of marking for high-stakes assessment. The comparative pairs method of marking lends itself to addressing this problem and is feasible where the work to be marked is in digital form. This paper reports on one component of a three-year study to investigate the representation of student practical work in digital forms for the purpose of summative assessment. This study set out to determine whether the digital approach was feasible and adequate fidelity could be achieved in order to use the comparative pairs method of marking. The first phase of the project involved the researchers creating digital representations of the artwork submitted at the end of secondary schooling by a sample of students in the Visual Arts course and comparing the results of marking these with the physical forms. The second phase involved a sample of students creating digital representations of their own work and submitting them through an online system for marking. The study found this process was feasible, and the results were acceptable, but it lacked support from teachers and students who wanted the original artworks to be assessed.