Open Learning: Feedback & Assessment


Assessment & Feedback: Your Responsibilities

  • Engage appropriately with assessment tasks.
  • Proactively seek support if unclear on what is required in an assessment.
  • Read, reflect on and act upon the feedback provided.
  • Engage with assessments honestly and fairly, upholding academic integrity.

See: Assessment & Feedback Principles & Priorities (744.6 KB PDF)

Formative Feedback

The primary purpose of feedback is facilitate student learning.
Formative tasks – such as Class Assignments and End of Sprint Assignments – are used specifically to allow the time and space for constructive and developmental feedback to be provided, and for you to reflect on and act upon the feedback. Feedback is more developmental where it is formative (feedforward), offering you more opportunity for learning development. This course aims to increase feedback dialogue with CAT students throughout the assessment process by shifting the balance or emphasis of feedback from the end of the assessment (when you cannot change anything) to earlier in the assessment process to allow you to learn from the feedback and improve your performance.
Please note that peer-led formative feedback is a key component of this course’s curriculum design. The course requires (and assesses) full-participation in workshops. Each session takes the form of a workshop that enables you to collectively reflect upon and develop the work you have produced over the previous week (learning-to-learn).
Formative feedback is ongoing. It will take place in each class, in ‘crits’, in 1:1 tutorials (verbal feedback), in your WordPress Portfolio (written blog comments), and in Miro.

Written formative feedback is given at the end of each Sprint in relation to what you post in your Portfolio (Weeks 2,4,7,9).

Summative Assessment

Summative written feedback on each Learning Outcome with cooresponding grades will be given by your tutor only once the whole course has completed (after Week 12).


The following Summative Assignment is used to assess your course work summatively.

Summative Assignments

Statement of Assessment

Standards and criteria for progression

Standard-setting is the process whereby decisions are made about boundaries or ‘cut-points’ between grades (See Regulation 31.6).

In terms of grading, there are really only four possible outcomes for this course:

  • Fail
  • Pass
  • Pass with a Merit
  • Pass with a Distinction

To Pass, you will – at very least – have to successfully complete all of the Project Book work listed below. Successfully completing the Project Book work means providing clear evidence that demonstrates ‘what you are doing’ to achieve the three learning outcomes.

The three learning outcomes are absolute, they definine minimum levels of competence required to pass.

Standard-setting for Merit Pass and Distinction Pass are norm-referenced against the absolute (a pass). Clearly exceeding the minimum levels of competence will help you build a stronger case for awarding a Pass with a Merit or Distinction for the course as a whole.

Week 11 Barcamp Assignment

Thursday 24th November

Thursday 1st December, Edinburgh Sculpture Workshop

Create, licence, present and distribute your own modifiable Open Toolkit for Artistic Learning as part of a Barcamp programmed by your Basho. Working with your Basho, collaboratively research unconference formats, collectively create a viable Barcamp infrastructure, publicise your Basho’s Barcamp Programme and run it on Thursday 1st December 2022 at Edinburgh Sculpture Workshop.

Week 13 Project Book Assignment

5th December by 3:00pm

12th December by 3:00pm

One Project Book consisting of the following two components:

a. A Portfolio

  • This must include four 500 word blogposts, one at the end of each Sprint (i.e. Week 2, Week 4, Week 7 and Week 9) that addresses each Sprint from a critical perspective. This will include:
    • your personal reflections (autobiographical lens)
    • peer discussions (peers’ lens)
    • consideration and analysis of theoretical perspectives (scholarship lens)
  • Additionally, you must give feedback to at least two of your peers’ blogposts at the end of each Theme (total of at least x8 feedback responses).
  • Additionally, you should use Portfolio to document your research for, and contribution to, Barcamp.NB: The Portfolio is embedded in the Open Learning LEARN page. You must use this as your Portfolio (link). LEARN > Portfolio (WordPress Student Tool).
    • While not mandatory, you should also consider posting everything that you do as you work on each Class Assignment, including your notes for presenting to your peers in your basho, and any pre-Theme or post-Theme work you might complete.

b. A Reflective Analysis of your research for, and contribution to, Barcamp. (1,500 words)
  • This must take the form of a reflective analysis of your own work
  • Demonstrate insight into the factors contributing to your contribution, including the site, organisation, who your toolkit was aimed at, learning theory and the wider critical context within the field of art and education (for example your reading on the educational turn).
  • Show how you made pedagogical/paragogical choices, drawing critically on a range of perspectives, including relevant literature and relevant artistic practice.
  • Please ensure that the main body of this text does not exceed 1,500 words.
  • The word limit does not include footnotes, bibliography or Figs.
  • NB: You must submit this component to LEARN Turnitin

Learning outcomes

Learning Outcomes 1, 2 and 3 are assessed by the Project Book submission.

All three learning outcomes are equally weighted to derive the overall grade given for the course.

On completion of this course, you will be able to:

LO1 – creatively respond to artistic assignments and provide constructive feedback that supports peer learning

LO2 – research, design, run and document a workshop that teaches an aspect of your practice

LO3 – critically reflect upon what you have learned by researching, designing, running and documenting your workshop


Our University’s Regulation 24 Peer and self-assessment (link) and Assessment & Feedback Principles & Priorities (744.6 KB PDF) (link) advocate that:

“2.2 Students, teaching staff and markers shall develop a shared understanding of the marking criteria (and expectations);

2.3 Students shall be supported to undertake assessments and to develop assessment and feedback literacy;”

To ensure this, in this course, we use a system of self-assessment and feedback literacy called ungrading.

From your perspective, this means that you will be asked to develop a shared understanding of the marking criteria (and expectations) before you grade yourself.

When you submit your Project Book for summative assessment you will be asked to complete a survey.

This survey will ask you to do three things:

– account for the Class Assignments you completed / failed to complete in full

– critically reflect upon your contribution to the PBL approach, to peer-based learning

– carefully consider how you demonstrated that you have achieved the Learning Outcomes

As a sample, you will be asked to briefly and honestly answer questions of this nature:

  • What aspects of your work need more attention to satisfy your mastery of Learning Outcomes 1 / 2 / 3 ? What do you think you need to do to improve here? How will you do this?
  • What aspects of your work very clearly demonstrate your mastery of Learning Outcomes 1 / 2 / 3 ?
  • What aspects of your work exceed the expectations established in Learning Outcomes 1 / 2 / 3 ? In what ways have you gone beyond what was required?

At the end of the Survey, you will be asked to self-grade Learning Outcomes 1 / 2 / 3

Arrangements for the moderation of the assessed work

The grades you give yourself will be carefully considered by your faculty assessor when they write your summative feedback.

Moderation occurs before External Examiners review the operation of the marking and internal moderation process. The form of moderation used is sampled second marking (See Regulation 31.1 ) Since this is a 20 Credit Course, samples of course work are moderated by a panel of assessors (faculty who teach on the course). This means that your course grade will be proposed by one faculty assessor; this assessor will not be your course/Basho Tutor. The moderation panel process will then ensure that there is parity in standard setting.

Assessment Deadline:


Monday 12th December by 3:00pm  Submit your Project Book to LEARN


Regulation 17 Assessment deadlines: student responsibilities (link)

It is a student’s responsibility to ascertain and meet their assessment deadlines, including examination times and locations.

If you need to apply for an Extension of Special Circumstances, please follow this link for information (link).

How to apply for coursework extensions or special circumstances (link)



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