John Wood 2014. Part of a draft paper intended to inform the development of more ethical learning/examination procedures in universities
More professional criteria
Assessment in second year acknowledges continuity with the first year. All being well, second year students should have already achieved a significant level of personal self-awareness and the willingness to apply radical thinking, social and environmentally responsible thinking to their project work. In comparison with the first year assessment, the second year process would normally encourage a clearer professional context for student work. While it would acknowledge continuity with the personal self-development accomplished in year one, the assessment system is designed to reward students for working within a more pragmatic framework of learning. For example, the student might choose to establish a specific professional framework that, not only, matches his, or her, aims and aspirations but, also, demonstrates a realistic grasp of the practicalities involved.
- Students would be encouraged to aspire to, and develop, a professional role that suits their interests, career aspirations and capabilities.
- Students would be encouraged to develop his, or her, coursework in such a way that it is appropriate to his, or her, interests and ambitions.
- Students would be encouraged to choose a suitable recipient for the design ideas, submitted texts and completed project work. This person would probably be chosen in negotiation with the student's tutor, or programme leader. He, or she, should be someone who is less aware of the coursework and/or texts in question, and/or might benefit from them, and/or has a practical need for its outcome/s. Examples include:
- A potential client who might, one day, wish to make use of the student's services.
- Someone who is currently unaware of the student's findings and, or, capabilities and is genuinely interested in them.
- A possible, or desirable, employer for the student, once he, or she, has graduated.
- Someone who, through their status or power, might (hypothetically) be in a position to assist the student and, or her work, either with funding or with other resources or support.
- Second year students may like to define their context as a narrower, more specific and, pragmatic background for their coursework in question.
- This would encourage the student to develop his, or her, work in a way that might be helpful to subsequent activities in the professional domain.
See Iceland Assessment Outline in Year ONE
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