This is my assessment of the article wriiten by Allan Davies – Learning outcomes and assessment criteria in art and design. What’s the recurring problem?

The article discusses the recurring problem of developing learning outcomes and assessment criteria in creative education. Allan Davies argues that traditional approaches to assessment in art and design education, which focus on producing a final product or outcome, do not accurately reflect the learning and development that occurs during the creative process. 

Instead, he suggests that assessment should focus on the process of creating, rather than the final product. The article suggests that self-reflection and peer assessment can help better evaluate the learning and development during the creative process. 

Additionally, the article suggests that assessment criteria should be more flexible and open-ended rather than focusing on specific technical skills or knowledge. The author concludes by stating that, for assessment in creative practice education to be effective, it must be more closely aligned with the unique nature of the creative process and the goals of education.

The problem with assessment in art and design education is that traditional assessment methods don’t accurately reflect the learning and development that takes place during the creative process. The author suggests that assessment should be focused on the process of creating, rather than the final product. Self-reflection and peer assessment can be useful in evaluating the learning and development during the creative process.

 Additionally, assessment criteria should be more flexible and open-ended instead of focusing on specific technical skills or knowledge. The article concludes that assessment in art and design education should be more closely aligned with the goals of art and design education and the unique nature of the creative process.

What are my 5 key takeaway points from this article:

1. Traditional approaches to assessment of creative subjects do not accurately reflect the learning and development that occurs during the creative process.
2. Assessment should focus on the process of creating, rather than the final product.
3. Self-reflection and peer assessment can help to evaluate better the learning and development that occurs during the creative process.
4. Assessment criteria should be more flexible and open-ended rather than focusing on specific technical skills or knowledge.
5. For assessment to be effective, it must be more closely aligned with the unique nature of the creative process and the goals in creative practice education.