John Wood 2014. Part of a draft paper intended to inform the development of more ethical learning/examination procedures in universities
Learning as a citizen
Assessment is different in the first and the second year of the course. This ensures that students have an extended opportunity to interrogate their personal values and ethical beliefs before they enter a more directed 'professional' phase in year two. First year students would be asked to identify a personal, and ambitious (intellectually and imaginatively) context for their assessment. This is intended to encourage big thinking that will inform their later, more professional, approach. It would give them a year in which to get more in touch with, their personal tastes and ethical values. This enhanced awareness would form the basis of how they choose a clearer professional role (at least) by the beginning of year two.
- Students might be encouraged to identify themselves as private citizens, rather than as professional designers.
- Students would be encouraged to have regular meetings with an appropriate mentor. This mentor would probably be chosen in negotiation with the student's tutor, or programme leader. This should be someone who is willing and able to act as a 'sounding board' for ideas and progress options. Examples include:
- A peer (student from same cohort).
- A second year student
- A sympathetic visiting tutor
- A slightly more experienced designer
- First year students may be encouraged to define their context as everything that is not the project in question.
- This would encourage the student to look for a contextual background that is big enough, extravagant enough, or imaginative enough to accommodate their current interests, no matter how idiosyncratic, or strange, they may be.
See Iceland Assessment Outline in Year TWO
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