Themes: 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).
You will receive verbal formative feedback from your tutors and peers every time the cohort meets (‘workshops’).

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 Assignment

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.

Your Themes WordPress Portfolio must include at least four 1,000 word blogposts, one at the end of each Theme (i.e. Week 2, Week 4, Week 7 and Week 9). Additionally, you will give feedback to at least two of your peers’ blogposts at the end of each Theme (total of at least x8 feedback responses).

Week 12 Project Book Submission

7th December by 3:00pm

One Project Book consisting of the following two components:

a. A Portfolio of Reflective Analysis.

  • This must include four 1,000 word blogposts, one at the end of each Theme (i.e. Week 2, Week 4, Week 7 and Week 9) that addresses the theme from a critical perspective.
  • 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).
  • Your Portfolio is presented in your own University WordPress (must be created via 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 body of Art Theory related to a Theme of your choosing. (2,500 words)
  • This must take the form of an art magazine feature article.
  • You must identify which art magazine you are using as your template.
  • The feature article must demonstrate critical engagement with a Theme of your own choosing.
  • The feature article must engage in ‘Concept Engineering’; creating a thematic lens through with to engage with art now.
  • You must refer to at least three examples of contemporary art or curatorial practice.
  • The examples must be no more than 10 years old (nothing pre-dating 2012).
  • Your feature  article must be illustrated, copy-edited, and appropriately designed.
  • Please ensure that the main body of this text does not exceed 2,500 words.
  • The word limit does not include footnotes, bibliography or Figs.
  • You must submit this 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:
    1. Demonstrate and present evidence of a high level of scholarly and independent research into contemporary art theories and practices.
    2. Demonstrate that you can reflect upon and critically analyse a range of contemporary art theories and practices.
    3. Demonstrate the ability to organise, visualise and realise your own responses to contemporary art theory and practice.


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 assessors 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 double-marking. (See Regulation 31.1 ) Since this is a 40 Credit Course, it is double-marked. This means that your final course grade will be determined by two faculty assessors; neither assessor will be your course/Basho Tutor.

Feedback Information

Formative feedback is ongoing. It will take place in each class, in ‘crits’, in 1:1 tutorials, in your WordPress Portfolio (blog comments), and in Miro.
Summative feedback at the start of Semester 2 will address each Learning Outcome relating to the submitted Project Book.

Assessment Deadline:

Wednesday 7th 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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