While formal assessment is not part of my role, I regularly assess students’ work during classes and one-to-one sessions to provide constructive feedback that helps them improve their skills. To evaluate students’ understanding during lessons, I use practical tasks that encourage hands-on learning and problem-solving. For example, after a Premiere Pro session, I assign students the task of creating a 30-second social media advertisement using provided assets. This helps them engage with the software, navigate creative constraints, and apply theoretical knowledge in practice. By working within set limitations, students develop problem-solving skills and adaptability while learning how to use digital tools effectively.
Assessment
I implement formative assessments through structured tasks which are strongly based on brief learning outcomes and industry standards, such as creating a social media advert in Premiere Pro or refining magazine layouts in InDesign. These tasks encourage practical application while allowing me to assess comprehension in real time. I ensure that the assessment of students’ work addresses the key aspects of enquiry, knowledge, process, communication, and realisation providing opportunities for critical analysis, and encouraging the application of industry-relevant concepts.
Feedback
Instead of simply pointing out issues, I encourage them to critically evaluate their work, fostering deeper engagement with the subject and encourage research and experimentation. Encouraging independent research further develops critical thinking by guiding students to seek solutions beyond immediate feedback. If a student struggles with typography or layout in InDesign, I might suggest they analyze professional editorial layouts to identify best practices. This aligns with Kolb’s Experiential Learning Cycle (1984), where students move from observation to experimentation, refining their skills through iteration. By engaging in this reflective process, they take ownership of their learning and build the ability to problem-solve independently.
Reflect, Review, improve: Combining Digital Tools and Peer Input
Moving forward I would like to build on my current strategies, I aim to refine my feedback approach by integrating peer review sessions and student personal reflection on their work. I would try this for one of the units and would not use it constantly for variety purposes.
I would like to implement digital assessment tools to track student progress over time. Platforms such as Padlet or Miro could allow students to document their design process, enabling more in-depth discussions and iterative improvements. By incorporating these tools, students can view and reflect, assess, and provide feedback on their own progress. According to Schön (1983) there are two types of reflections:
- Reflection-in-action – happens during an activity – making real-time adjustments based on immediate feedback.
- Reflection-on-action – happens after an activity – analyzing past experiences to improve future performance.
Schön (1983) argues that “reflection-in-action is the capacity to reshape what we are doing while we are doing it, allowing practitioners to respond to unique situations as they unfold.” which provides an excellent way of improving students’ work before their hand in. Encouraging students to document and review their design process using digital platforms supports this model, helping them refine their approach in real time.
Additionally, reflection-on-action enables students to look back on their completed projects, evaluate their strengths and weaknesses, and develop strategies for improvement in future work.
Peer feedback fosters collaboration, helping students learn from each other while developing their analytical skills as mentioned by Bandura (1986), “The modeling process allows students to develop new skills by observing others, processing feedback, and applying what they have learned in their own work”. By engaging in peer review, students observe the decision-making processes of others and refine their own work based on shared insights. This interactive learning process not only enhances technical proficiency but also fosters a sense of community and confidence in their creative abilities.
Conclusion
To enhance student learning, I focus on practical tasks that align with industry standards and encourage real-time problem-solving. Incorporating digital tools like Padlet or Miro will allow students to track and reflect on their progress, leading to a more structured and self-reflective learning experience. Peer feedback will further encourage collaboration and self-improvement, helping students refine their skills and develop a deeper understanding of their work. These strategies aim to create a dynamic and supportive learning environment that promotes growth and independence.
Effective assessment and feedback strategies are essential for fostering student engagement and skill development. I aim to create an environment where students can take ownership of their learning. The incorporation of Schön’s Reflective Practice (1983) and Bandura’s Social Learning Theory (1986) further supports this approach, emphasizing the importance of reflection and peer interaction in the learning process.
Bibliography
Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A. (1984) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Schön, D. A. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books.