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Subject benchmark statement Art and design QAA 238 03/08 PDF version Contents * Preface * Joint foreword * Introduction * Defining principles * Nature and extent of art and design * Subject knowledge and understanding, attributes and skills: typical standard of achievement * Teaching, learning and assessment * Benchmark standards: threshold level of achievement * Appendix A: Consultation groups * Appendix B: Membership of the review group for the subject benchmark statement for art and design * Appendix C: Membership of the original benchmarking group for art and design Preface Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated.

welcome to the ADM-HEA website Supporting and developing learning and teaching in art, design, media, history of art and the history of design in higher education

Alverno's Eight Abilities Communication Make connections that create meaning between yourself and your audience. Learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data. Analysis Think clearly and critically. Fuse experience, reason and training into considered judgment. Problem Solving Define problems and their causes, and use a range of abilities and resources to reach decisions, make recommendations, or carry out plans. Valuing Recognize different value systems while holding strongly to your own ethic. Recognize the moral dimensions of your decisions and accept responsibility for the consequences of your actions. Social Interaction Know how to get things done in committees, task forces, team projects and other group efforts. Elicit the views of others and help reach conclusions. Developing a Global Perspective Act with an understanding of and respect for the economic, social and biological interdependence of global life. Effective Citizenship Be involved and responsible in the community. Act with an informed awareness of contemporary issues and their historical contexts. Develop leadership abilities. Aesthetic Engagement Engage with various forms of art and in artistic processes. Take and defend positions regarding the meaning and value of artistic expressions in the contexts from which they emerge.

This page is designed to help you write appropriate learning outcomes when developing and revising your modules and programmes, and when devising assessment tasks. It explains: * what learning outcomes are * the learning outcomes process * the benefits of using learning outcomes * how to use learning outcomes at programme level * how to use learning outcomes at module level * how to write learning outcomes * how to link outcomes to assessment

What is Constructive Alignment? Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment. There are two parts to constructive alignment: * Students construct meaning from what they do to learn. * The teacher aligns the planned learning activities with the learning outcomes. The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent.

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Constructive alignment Constructive alignment of learning outcomes to assessment methods The following resources are available: Overview paper Professor Mike Osborne, University of Stirling and Workshop Director Report on the event and areas for future development and enhancement Professor Mike Osborne Keynote address: Aligning assessment with long-term learning needs Professor David Boud, University of Technology, Sydney, Australia Powerpoint slides | PDF version Case study 1: Assessment on the TQFE program- a case study of constructive alignment Dr Iddo Oberski, University of Stirling Powerpoint slides | PDF version Draft paper - Word version | PDF version Keynote address: Developing aligned courses Sue Drew, Sheffield Hallam University Powerpoint slides | PDF version Draft paper - Word version | PDF version

'Constructive alignment' starts with the notion that the learner constructs his or her own learning through relevant learning activities. The teacher's job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other. All are tuned to learning activities addressed in the desired learning outcomes. The learner finds it difficult to escape without learning appropriately.