“Just… the thing you get at the end”? A Case Study examining Student and Teacher Experiences of Assessment in Art and Design in a Year 11 GCSE Class during the Covid-19 Pandemic
Robin Sukatorn
(PGCE Art and Design, 2020-2021)
Abstract
Assessment has long been an area of contention, controversy and discomfort in art education. How do educators define, regulate and assess that which is so often indefinable, idiosyncratic and subjective? Through a qualitative, small-scale case study focusing on a Year 11 GCSE Art and Design class at a mixed, comprehensive secondary school in Cambridgeshire, England, this paper seeks to examine how students and teachers experienced assessment in and beyond the art classroom. Undertaken in the spring of 2021 during the Covid-19 pandemic, my research finds that assessment negotiated a varied and nuanced relationship with the motivations and creative processes of students and the professional and pedagogical practices of teachers. Art assessment is found to have yielded both support and structure as well as prescription and restriction, whilst responding to the pressures of the pandemic in resilient and dynamic ways.
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Citation: Sukatorn, R. (2022). “Just… the thing you get at the end”? A Case Study examining Student and Teacher Experiences of Assessment in Art and Design in a Year 11 GCSE Class during the Covid-19 Pandemic.. Journal of Trainee Teacher Educational Research, 13 321-354. https://doi.org/10.17863/CAM.89992