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Open College of the Arts

Preparing for digital assessment for Drawing units

Contents 1. Introduction

2. Understanding assessment

3. Course unit guides

4. Preparing for assessment

5. Timeframes and deadlines

6. Submitting your work

7. Learning through assessment

1 Preparing for digital assessment

Introduction

Welcome

About this resource This resource provides an overview of the digital assessment and submission process for all Open College of the Arts (OCA) Higher Education courses at OCA. It offers structured guidance and support on how best to prepare for assessment and takes you through the process of submitting your work.

Exercise: Do you have the correct document? The resource has been developed for the course units within a specific subject area by a team of OCA staff. Many OCA course units are shared across different degree programmes. These course units have been organised within the subject areas listed below. Please ensure you have the correct document that corresponds to the course units listed below.

Creative Arts:

● Creative Arts 3: Body of Work (CA6BOW) ● Creative Arts 3: Research (CA6RES) ● Creative Arts 3: Sustaining Your Practice (CA6SYP)

see also Creative Writing, Drawing. Music, Photography, Printmaking, Painting, Sculpture, Textiles, Visual Communications, and Visual Studies

Creative Writing:

● Writing 1: Writing Skills (CW4WGS) ● Writing 1: Art of Poetry (CW4AOP) ● Writing 1: Scriptwriting (CW4SCW) ● Writing 1: Starting your Novel (CW4SYN) ● Writing 2: Writing for Children (CW5WFC) ● Writing 2: Writing Short Fiction (CW5WSF) ● Writing 2: Poetry - Form and Experience (CW5PFE) ● Writing 2: Life Writing (CW5LFW) ● Writing 2: Moving on with Scriptwriting (CW5SCW) ● Writing 3: Retrospect and Prospect (CW6RAP) ● Writing 3: Independent Project (CW6IDP)


Drawing:

● Drawing 1: Drawing Skills (DR4DRS) ● Drawing 1: Exploring Drawing Media (DR4EDM) ● Drawing 2: Investigating Drawing (DR5DRA) ● Drawing 2: Personal Approach to Drawing (DR5PAD)

Fine Art: See Drawing, Printmaking, Painting, Sculpture and Visual Studies

Graphic Design: See Visual Communications

Illustration: See Visual Communications

Interior Design:

● Interior Design 1: Exploring Principles & Theories (ID4EPT) ● Interior Design 1: Exploration through Experimentation (ID4ETE)

Moving Image:

● Moving Image 1: Setting the Scene (MI4STS) ● Moving Image 1: Fact & Fiction (MI4FAF) ● Moving Image 1: Animation (MI4ANI) ● Moving Image 1: An Introduction to Film Culture (MI4IFC) ● Moving Image 2: Moving Image Methodologies (MI5MIM)

Music:

● Music 1: Composing Music (MU4CPM) ● Music 1: Stylistic Techniques (MU4SYT) ● Music 1: From the Present to the Past (MU4PTP) ● Music 2: Moving on with Composition (MU5MWC) ● Music 2: Orchestration and Arrangement (MU5ORA)

Photography:

● Photography 1: Expressing Your Vision (PH4EYV) ● Photography 1: Context and Narrative (PH4CAN) ● Photography 1: Identity and Place (PH4IAP) ● Photography 2: Landscape, Place and Environment (PH5LPE) ● Photography 2: Landscape (PH5LDS) ● Photography 2: Documentary Fact and Fiction (PH5DFF) ● Photography 2: Documentary (PH5DOC) ● Photography 2: Self and the Other (PH5SAO)


● Photography 2: Digital Image & Culture (PH5DIC) ● Photography 3: Body of Work (PH6BOW) ● Photography 3: Contextual Studies (PH6CTS) ● Photography 3: Sustaining Your Practice (PH6SYP)

Printmaking:

● Printmaking 1: Introduction to Printmaking (PM4PMI) ● Printmaking 2: Developing Your Style (PM5DYS)

Painting:

● Painting 1: The Practice of Painting (PT4POP) ● Painting 1: Understanding Painting Media (PT4UPM) ● Painting 2: Studio Practice (PT5STP) ● Painting 2: Concepts in Practice (PT5CIP) ● Painting 2: Exploring Media (PT5EXM) ● Painting 2: Mixed Media (PT5MXM) ● Painting 3: Major Project (PT6MPR) ● Painting 3: Contextual Studies (PH6CTS) ● Painting 3: Sustaining Your Practice (PT6SYP)

Sculpture:

● Sculpture 1: Starting Out in 3D (SC4SCL) ● Sculpture 2: Studio Practice (SC5STP)

Textiles:

● Textiles 1: A Textiles Vocabulary (TX4ATV) ● Textiles 1: Mixed Media for Textiles (TX4MMT) ● Textiles 1: Ideas and Processes (TX4IAP) ● Textiles 2: Contemporary Context (TX5CCX) ● Textiles 2: Contemporary Practice (TX5CTP) ● Textiles 3: Personal Specialism (TX6PER) ● Textiles 3: Research (TX6RES) ● Textiles 3: Sustaining Your Practice (TX6SYP)

Visual Communications:

● Illustration 1: Key Steps in Illustration (VC4KSI) ● Illustration 1: Illustration Sketchbooks (VC4ISK) ● Graphic Design 1: Core Concepts (VC4GDC) ● Book Design 1: Creative Book Design (VC4CBD)


● Graphic Design 2: Working with a client (VC5GRD) ● Illustration 2: Responding to a Brief (VC5ILL) ● Visual Communications 3: Advanced Practice (VC6ADP) ● Illustration 3: Advanced Practice (IL6ADP) ● Graphic Design 3: Advanced Practice (GD6ADP) ● Visual Communications 3: Visual Research (VC6RES) ● Illustration 3: Visual Research (IL6RES) ● Graphic Design 3: Visual Research (GD6RES) ● Visual Communications 3: Sustaining Your Practice (VC6SYP) ● Illustration 3: Sustaining Your Practice (IL6SYP) ● Graphic Design 3: Sustaining Your Practice (GD6SYP)

Visual Studies:

● Visual Studies 1: Creative Arts Today (CA4CAT) ● Visual Studies 1: Understanding Visual Culture (AH4UVC)

All versions of the Preparing for Digital Assessment document are held at: https://www.oca-student.com/resource-type/assessment-guidelines/assessment-guidelines-2020-onwards

Changes to our assessment model The extraordinary circumstances of Covid-19 has forced OCA to make rapid changes to our assessment model in order to maintain safe social distancing. While OCA is better placed than many other face-to-face Higher Education institutions, we have still had to rethink the physicality of the work you submit, and how assessors interact with it. These decisions have been informed by guidance from the Office for Students , which gives confidence to act flexibly in 1

the interests of our students, and to ensure that students are not unduly penalised for the impact of Covid-19.

Underpinning these decisions has been a broader discussion around the purpose of assessment and how to get the most out of it. A review of OCA assessment practices took place in 2018, and through student consultation, identified the need to make assessment more transparent and connected to learning. While changes to assessment were planned, the consequences of Covid-19 has meant fast tracking new digital assessment models for 2020.

1 Office for Students (2020) ‘Guidance for providers about quality and standards during the coronavirus (COVID-19) pandemic’ [Available from: https://www.officeforstudents.org.uk/publications/guidance-for-providers-about-quality-and-standards-during-coronavirus-pandemic/. Accessed: 06/04/2020].


https://www.oca-student.com/resource-type/assessment-guidelines/assessment-guidelines-2020-onwards

https://www.oca-student.com/resource-type/assessment-guidelines/assessment-guidelines-2020-onwards

https://www.officeforstudents.org.uk/publications/guidance-for-providers-about-quality-and-standards-during-coronavirus-pandemic/

https://www.officeforstudents.org.uk/publications/guidance-for-providers-about-quality-and-standards-during-coronavirus-pandemic/

Assessment for learning OCA has adopted an assessment for learning approach to reinforce the idea of assessment as an integrated and meaningful part of your overall experience. This means, changes to our assessment model are primarily driven by a desire to improve how we support students’ learning.

‘Assessment for learning places a greater emphasis on assessment for learning rather than assessment of learning’

AdvanceHE 2

Key changes Key changes to assessment include:

● It is a digital only process. This is to ensure the safety of students, tutors, and others involved in assessment. GDrive folders will be used to submit your work.

● We are asking to see a selection of your work. We are aware that it may be difficult to document all of your coursework at short notice. It also helps to level the playing field between those who have already digitised their work and those who have not.

● We are asking for a short reflective evaluation or presentation. This allows you to have a stronger voice within the work - to introduce, frame, and reflect on your coursework and learning.

● Your tutor will assess your work. Using your tutor as a central assessor means they already have an understanding of your work, through previous assignments submissions and feedback.

● Your tutor will provide summative feedback. This means assessment feedback can be delivered through video tutorials and notes, and there is room for questions, if you have them.

● A proportion of all submissions will be double marked. All HE6 and HE7 submissions will be assessed using two tutors, as will a selection of others across levels HE4 and HE5, to ensure the assessment process is rigorous and fair.

2 HEA (2012) ‘A Marked Improvement: Transforming assessment in Higher Education’. [Available from: https://www.heacademy.ac.uk/knowledge-hub/marked-improvement. Accessed: 12.03.19].


Understanding assessment

What is the purpose of assessment? Assessment is a required element of any Higher Education course. It is there to check your level of knowledge, understanding and skills at the appropriate level of study.

For students, assessment allows you to summarise and present your learning to date, and to take stock of your progress through self-reflection and tutor feedback.

“Assessment is a fundamental aspect of the student learning experience... It is a vehicle for obtaining feedback. Ultimately, it determines whether each student has achieved their course’s learning outcomes and allows the awarding body to ensure that appropriate standards are being applied rigorously. Deliberate, systematic quality assurance ensures that assessment processes, standards and any other criteria are applied consistently and equitably, with reliability, validity and fairness.”

UK Quality Code for Higher Education 3

Formative feedback During your course, you will have received written and/or verbal formative feedback from your tutor. This provides timely, well-grounded and constructive feedback that aims to stretch and challenge learners at staged points.

Summative feedback and grades Students receive a breakdown of the marking and relevant grade statements, accompanied by summative feedback. You will receive feedback that reflects on the level of the work you have produced, alongside ‘feed forward’, that aims to help support your future developments, such as your next course or level of study. Summative feedback will be delivered either as a video tutorial with bullet point notes, or as written feedback.

3 QAA (2018) UK Quality Code, Advice And Guidance: Assessment’. [Available from: https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment. Accessed: 27.03.20].


https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment

How assessment takes place Under normal circumstances, the majority of assessments take place at physical events where Tutors and Programme Leaders work as a team to assess submissions from each degree pathway. Subjects such as creative writing and music have been undertaking digital assessments for several years.

Assessment is conducted by looking at your work in relation to the learning outcomes and making judgements based on the assessment criteria.

To ensure the process is fair and rigorous, assessment is moderated within the team, parity checks are undertaken across other OCA degrees, and a sample is checked by our External Examiners, before being agreed at an Exam Board meeting. OCA’s External Examiners are highly experienced academic specialists who are appointed by the University of the Creative Arts (UCA), which OCA is a part of, to audit the assessment process and to compare OCA grades with those at other universities.

Due to Covid-19, we are now introducing a digital assessment process for all subjects and students, conducted at a distance. However, the basic principles of the assessment and quality process remain the same. What has changed is the location of assessors and External Examiners, and how they communicate.

Digital assessment using GDrive OCA will be using GDrive folders for you to upload your work for assessment. These have been used at previous assessments events, so many students will be familiar with how they work. If you would like a refresher, here is a short guide to sharing work on Google Drive:

https://www.oca-student.com/resource-type/sharing-work-google-drive

Learning outcomes Every HE course has a set of learning outcomes. These identify the things that all students should have learned at the end of a course and are possible to assess. The digital assessment process will ask you to make reference to the specific learning outcomes for your course. In Part 3 of this resource, we will look at the specific learning outcomes for your unit, and how you might interpret them.


https://www.oca-student.com/resource-type/sharing-work-google-drive

Assessment criteria Every HE course has a set of assessment criteria. These enable assessors to decide if a student has met the learning outcomes of a unit. Criteria are usually set out at each level of HE study, and presented within a grid of ‘range statements’ that describe the criteria across the grade bandings.

Student Regulations Your student regulations, and the policies within them, provide more detail on the academic frameworks you are working within, student conduct, the appeals process, and student support. You can access the student regulations from: https://www.oca.ac.uk/about-us/our-policies/

The role of your tutor Where possible, we have placed your tutor at the centre of the assessment process. Your tutor is familiar with your work and learning experiences by providing support and feedback throughout your course. Your tutor will be able to offer some support in preparing for assessment and will provide you with your summative feedback. The assessment team will continue to check the fairness and rigour of the assessment process by looking at your tutor’s summative feedback and grades in relation to other submissions.

If it is not possible to assign your tutor as an assessor, your work will be looked at by two assessors.


https://www.oca.ac.uk/about-us/our-policies/

Course unit guides

Overview This section helps you to identify which course unit/s you are submitting and the Learning Outcomes and Assessment Criteria associated with them.

Submitting more than one course unit? If you are studying more than one OCA course at the same time, it is essential that your work clearly belongs to only one unit. OCA student regulations state that students cannot present the same piece of work for assessment on two different units. This means clearly tagging or evidencing work from different course units, resolving any overlaps in course work, and submitting work to two separate Gdrive repository folders (See submitting your work section for more details).

DR4DRS - Drawing 1: Drawing Skills Learning Outcomes

On satisfactory completion of this unit you will be able to:

LO1 experiment with a wide range of drawing media and develop an understanding of its uses to produce a range of effects

LO2 demonstrate a range of basic skills and techniques in drawing

LO3 through exploration illustrate your understanding of composition and perspective

LO4 articulate an awareness of the contexts of drawing practices and reflect on your own learning experience

Assessment Criteria

The assessment criteria for this course unit is HE4 Visual Arts, available from: https://www.oca-student.com/resource-type/assessment-criteria

DR4EDM - Drawing 1: Exploring Drawing Media Learning Outcomes

On satisfactory completion of the unit you will be able to:

LO1 employ a broad range of media in your drawing practice


https://www.oca-student.com/resource-type/assessment-criteria

LO2 demonstrate an ability to employ new skills and techniques in your drawing practice

LO3 use your drawing skills to develop a body of work that explores a personal line of enquiry

LO4 understand the historical and contemporary contexts that inform your work and reflect on your own learning experience

Assessment Criteria


DR5DRA - Drawing 2: Investigating Drawing Learning Outcomes

On satisfactory completion of this unit you will be able to:

LO1 demonstrate a rigorous engagement with drawing skills

LO2 communicate complex ideas through your practice

LO3 evidence your engagement with experimentation through your practice

LO4 situate, reflect and critique drawing in historical and contemporary contexts and reflect on your own learning

Assessment Criteria


DR5PAD - Drawing 2: Personal Approach to Drawing Learning Outcomes

On satisfactory completion of the unit you will be able to:

LO1 develop a body of work that is rigorous in its engagement with conceptual and practical skills

LO2 demonstrate how research has informed your practice

LO3 evidence your engagement with experimentation through your practice




LO4 situate, reflect and critique on the work and practices of drawing practices and practitioners and reflect on your own learning

Assessment Criteria




Preparing for assessment

Overview This section provides structured guidance on what you need to submit and how best to prepare for assessment, with a number of exercises to support the task.

Research task: What do I need to submit? Before you start preparing for assessment, it is important to know what you are being asked to submit. These are known as your assessment requirements. In summary, these will include:

1. A selection of entries from your learning log. These should evidence the connections between your coursework and the learning outcomes.

2. A selection of creative work. This should be a portfolio or other presentation of your final or strongest pieces.

3. Any written elements such as critical reviews. This should include any required essay, review or report elements. For each piece, you should include images that are cropped, uncropped, and up to 4 details.

4. A reflective presentation or evaluation. This will be an opportunity to reflect on your learning experiences as a whole. It can take the form of a presentation, short video, or a written piece, and should be no longer than 6 minutes or 750 words.

Advice for drawing course units at HE4 ● Choose 4 – 6 entries from your learning log that reference your learning

outcomes. These might include examples from sketchbooks.

● Choose 6 – 10 pieces of creative work.

● There are no assessed written elements at HE4.

● Your reflective presentation or evaluation can draw from your wider log, sketchbook and studio experience to give assessors a clear message about your learning experience. Remember – don’t narrate – evaluate!

Advice for drawing course units at HE5 ● Select 6 - 10 learning log entries which complement your submission of

creative work and reference the learning outcomes of the course. HE5 is a


place where you are asked to travel in two directions simultaneously. On the one hand you are exposing yourself to new ideas, processes and possibilities, and on the other you are starting to build a personal practice and inhabit it in a deeply significant way. Your log entries can demonstrate that tension constructively but your selection should present a narrative of evaluation and critique which clearly shows you making sense of your own learning journey through engaging with complex ideas (LO2). Through your learning log we would like to see some evidence of your studio process, including any sketchbook work, preparatory work, or site visits.

● Select 6 – 10 works from across your coursework. Remember to choose your best work here. This is not the place to illustrate improvement by including lesser work. Select your strongest drawings or sculptures from wherever they appear in your coursework and assignment pieces. Look to the assessment criteria at the higher end – can you select work with strong evidence of a personal voice which itself has developed from risk taking and a strongly creative process?

● You will be submitting critical reviews, so follow the guidance.

● Your reflective presentation or evaluation can draw from your wider log, sketchbook and studio experience to give assessors a clear message about your learning experience. Be specific and use evidence from your log and work to back up your assertions. For example, don’t say “I have been strongly creative and taken many risks” – show that by describing your journey and process with confidence.

Learning logs As an OCA student you will have kept a learning log as a way of documenting your creative responses to course activities, your reflections on your progress, and your responses to formative feedback. For some courses, such as creative writing, music or MA Fine Art, this may take a different form or name, but in this resource we will refer to them as learning logs. You may have chosen to keep your learning log as an online blog, notebook, a digital file, or other format.

Exercise: Selecting entries from your learning log You are asked to present a selection of entries from your learning log structured around your learning outcomes. We are asking for a selection, rather than your whole learning log, to make the assessment process more focused. This is to help assessors spend more time on what needs to be assessed, and for students


to reflect on their learning experiences, and signpost the key stages of their development.

1. Identify your learning outcomes. Your course will usually have four distinct learning outcomes. These describe the key learning that should have taken place through your course. Identify your learning outcomes for the unit/s you are submitting from the Course Unit Guide.

2. Interpret your learning outcomes. Where have you covered these topics in your course? There might be a specific assignment or project that evidences a particular outcome or you have worked on this theme throughout the course. Use the guidance provided by your Programme Leader to help interpret these learning outcomes.

3. Make a selection of learning log entries. Which entries do you feel best support the stated learning outcomes? Select between 2 or 3 entries per learning outcome. Remember to include some evidence of your studio process and any other development work, such as sketchbooks.

4. Document your learning log entries. Depending on the format of your learning log, you can do this by scanning, videoing, or photographing physical learning log entries, typing up handwritten notes, or copying the URL, or web address, of individual blog post entries.

Tip: documenting your digital learning log If you already have an online learning log. You may simply want to select the posts you wish to submit, and copy the URL or web link for each of these posts into a new document. The assessors will follow your links directly to your posts. Alternatively, There are also digital tools that can assist in the capture of learning log entries or other documents. These include the ‘Document Scanning’ feature of the Notes app on Apple iPhones and iPads, or the ‘Scan’ feature found in the Google Drive app for either Apple or Android devices. An advantage of the latter being that the resulting scanned images can be made to go directly into your OCA Google Drive rather than requiring an additional step.

Tip: documenting your physical learning log If you work with physical learning logs, sketchbooks, notebooks, or other preparatory work, then you will need to think about how you capture this digitally with the resources available to you. For example, by scanning, photographing, or videoing. The camera on your phone will be fine.


Try to keep your images steady by bracing yourself or using a tripod or ‘gorilla grip’ style flexible mount (for camera or phone), if available. You won’t need professional lighting but make sure you have a few sources of ordinary lighting, or ideally use daylight. It is a good idea to check your images, and retake if necessary. Remember that you are recording a selection, so you do not need to photograph everything.

Research task: #WeAreOCA posts on student work It is useful to look at how other students have prepared for assessment by viewing #WeAreOCA content at: https://www.oca.ac.uk/weareoca/ For example, Creative Arts level 1 student, Ramona Mason: https://www.oca.ac.uk/weareoca/creative-arts/student-work-ramona-mason/

A selection of work Selected work can take many forms, depending on the subject you are studying. For example, a portfolio of finished outcomes, final drafts or creative writing, a set of final pieces.

Exercise: Making a selection of your work You have been asked to make a selection of your work.

1. What selection are you being asked to make? Check the Course Unit guide section to identify what you are being asked to select, and how this might relate to your learning outcomes.

2. Choosing your selection. Take time to look through your work and identify examples that you feel fit what you are being asked to select. You may want to start with a long list and then narrow this down.

3. Documenting and presenting your work: It is useful for assessors to see each piece in your portfolio as a cropped image, uncropped, and with a number of details. Imagine the assessor stepping away from your work or moving closer in to look at it. This is how to do it:

1. Photograph your chosen drawing to include a little bit of the background.

2. Make a copy of the photo and crop it to remove the background.

3. Photography around 4 areas you think it would be useful to see close up.


https://www.oca.ac.uk/weareoca/

https://www.oca.ac.uk/weareoca/creative-arts/student-work-ramona-mason/

4. Save all these images into a numbered folder. This represents one item in your portfolio.Some works (for example installations) are better experienced digitally through video. Make a video using your phone or camera. For example, you could film a walk through of the installation, honing in on important aspects, or video surfaces.

4. Reflecting on the process. Keep a note of your selection process in your learning log, as you may want to refer back to this in your evaluation

Research task: OCA resources to documenting work

Presenting your work in digital formats for screen: https://www.oca.ac.uk/weareoca/creative-arts/presenting-your-work-in-digital-formats-for-screen/

Mark Lomas demonstrates the basic principles of how to photograph artwork: https://www.oca-student.com/node/66677

Demonstrating physical processes: https://www.oca.ac.uk/weareoca/photography/demonstrating-physical-processes/

Exercise: Critical reviews Not all courses are asking for a critical review, essay, or other written elements.

1. Do you need to submit a critical review? If you do, please continue with the following steps.

2. Check your word count and spelling. If you have not done so already, check the spelling and word count in your document using your software.

3. Check your use of Harvard Referencing. You should cite any research you have undertaken through secondary sources using the Harvard referencing system. The system can be applied to books, quotations, images, films and any other work you wish to reference. Through written citations it helps locate work and prevents any accidental plagiarism. To find out how to use Harvard, please look at this resource: https://www.oca-student.com/resource-type/academic-referencing

4. Documenting your work. You can choose to either type up your Critical Review using the available Google Drive tools (Gdocs) or otherwise submit a Microsoft Word docx file. You can obtain MS Office 365 applications,


https://www.oca.ac.uk/weareoca/creative-arts/presenting-your-work-in-digital-formats-for-screen/

https://www.oca.ac.uk/weareoca/creative-arts/presenting-your-work-in-digital-formats-for-screen/

https://www.oca-student.com/node/66677

https://www.oca.ac.uk/weareoca/photography/demonstrating-physical-processes/

https://www.oca.ac.uk/weareoca/photography/demonstrating-physical-processes/

https://www.oca-student.com/resource-type/academic-referencing

https://docs.google.com/document/u/0/?tgif=d

including MS Word, by registering as a student user on the Office 365 Education site.

5. Emailing for plagiarism checks. All extended written work - this will be particular assignments such as critical reviews / essays (and all final assignment pieces for creative writing assessments) must be emailed to [email protected] by the submission deadline. Please send as Word or PDF so this can be easily checked via the Tunitin system.

A reflective presentation or evaluation. Most units already require a short written evaluation as part of your submission. This is an opportunity to reflect on your experiences of the unit as a whole, identify your key learning, and to help frame your assessment submission.

In response to Covid-19, we have extended this evaluation element to include a presentation, if you wish to do one, as an alternative format.

Exercise: Producing a reflective presentation or evaluation You are asked to produce a reflective presentation or evaluation. This can take the form of a presentation, short video, or a written evaluation. It should be no longer than 6 minutes or an equivalent 750 words.

1. Be reflective. Use this opportunity to review the unit as a whole and identify what you have gained by doing it. You may want to re-read your learning log and formative feedback to help identify key learning moments. Here are a few questions you may want to use as a starting point:

● What were your expectations at the start of your unit? ● How have you responded to tutor feedback? ● What hurdles have you faced, and how have you responded? ● What do you think you have learned as a whole? ● What might you want to develop further?

2. Capture and present your thoughts. Depending on how you like to work, you can write a short written evaluation, or produce a slide show that visually connects your reflections to your work. Alternatively, you can produce a short video or audio piece in which you can talk directly to the assessors. Identify an approach that is achievable for you. If you are someone who struggles to blow their own trumpet – ask someone you


https://www.microsoft.com/en-gb/education/products/office

https://www.microsoft.com/en-gb/education/products/office

mailto:[email protected]

trust to read a draft and help you be straightforward about your achievements to date.

Using accessible digital formats It is important that you document your work in digital formats that assessors can easily access. This means using:

● PDFs - for Large or lengthy documents such as portfolios or learning logs ● JPEG, JPG - for images ● Google Doc or Word documents for written elements (.doc / .docx / .pdf) ● Videos / short film can be saved as .mov files ● GoogleSlides for presentations

Timeframes and deadlines

Overview This section sets out the deadlines you need to work to, the timeframe for the assessment as a whole, and how you might want to use your time to prepare for assessment.

Undergraduate deadlines From Monday 18 May 2020 you will receive a link to your GDrive folders via your OCA student email account. You have until Friday 19 June 2020 to submit your work for assessment into your GDrive folder.

Assessment timeframes Assessment of your work will commence from Monday 22 June 2020 and you should expect to receive provisional grades and summative feedback from Monday 17th August. An Exam Board will take place on Friday 11 September 2020 to ratify the grades and results.

Planning your time Whether you have been preparing for assessment throughout your course or are just beginning the process now, here are some suggestions on how you can best utilise your time.

Most OCA undergraduate students are studying part-time, and may be preparing for assessment alongside starting their next unit so the recommendations below allow this to be spaced over a four week period. If you have a larger amount of


available time to dedicate to your studies then you may wish to complete the points below in a quicker timeframe than suggested.

Four weeks from your deadline From Monday 18 May 2020 date you should receive a link to your GDrive folders via your OCA student email account. During this first week, or four weeks from your deadline, you should ensure that you:-

1. Check that you can access the GDrive folder sent to you. Don’t leave this until the last minute. There is still plenty of time to ask for help if there is a problem. Consider uploading a test document if you are not confident with GDrive and would like to practice.

2. Complete the What do I need to submit? research task and exercise on page 9.

3. Begin the Selecting entries from your learning log exercise on page 10. Re-read your tutor reports to help you identify key moments in your learning if you are unsure.

Three weeks to deadline 1. Finish selecting entries from your learning log if you didn’t complete it fully

last week.

2. Complete the Making a selection of your work exercise on page 11. Again, it may be helpful to re-read your tutor reports to help with your decision on which pieces to include, and do refer back to the learning outcomes to ensure your selection supports them.

3. Work through the Critical reviews exercise on page 11. Only students at Higher Education Levels 5 and 6 are likely to have a Critical Review, however the points on referencing and word counts may be useful to any student with an essay or extended piece of writing within their course.

Two weeks to deadline Begin finalising your submission this week, to allow plenty of time to tackle any unexpected challenges.

1. Complete the Producing a reflective presentation or evaluation exercise on page 12.


2. If you have not been uploading as you go, use this week to make sure everything you need to submit is uploaded to your GDrive folder. The larger your digital files, the slower it will take to upload. Different broadband providers supply different upload speeds and your location and IT equipment could also affect your service/access to it. Allow time for this activity.

One week to deadline 1. Use this week to make a final check that you have uploaded everything

you need to submit into the GDrive folder sent to you by OCA.

Tip: Asking questions If you want to ask questions around assessment, or seek support from fellow students, you will find assessment related forum threads at: https://discuss.oca-student.com/

The Assessment Team has created a Padlet for the July 2020 assessment event. The Padlet contains answers to some frequently asked questions (FAQs) and will include links to other useful resources as they become available: https://oca.padlet.org/assessment4/y65rwj48uvqgtjmt

If you need to ask specific questions about assessment, that are not covered in this document, you can do so by contacting: [email protected]


https://discuss.oca-student.com/

https://oca.padlet.org/assessment4/y65rwj48uvqgtjmt


Submitting for assessment

How do I submit my work Step by step guide to submitting on GDrive

1. You will receive an email invitation from the Assessment Team linking you to your own GDrive folder, held on the GDrive service. The folder will be accessible until the deadline for submissions (19 June 2020).

2. Use the link in this email invitation to access the folder. Alternatively, if you are more familiar with GDrive, find the folder listed under the ‘Shared with me’ section of GDrive.

3. The name of the folder should include your name, student number, and the course unit you are submitting for assessment. If any of these details are incorrect, or you believe that you have been shared into an incorrect folder, please contact [email protected]

4. In your GDrive folder you will find a series of subfolders. Into each of these subfolders, you can upload the relevant elements of your assessment submission, making your work navigable for yourself and the assessors. For example:

a. Selection of Learning Log Entries - upload documents relating to your selected learning log entries to this folder.

b. Selection of Creative Work - Upload documents relating to your selected creative works from the course (depending upon your given course unit, this folder may be titled selected assignments).

c. Written Element / Essay / Critical Review - Upload a copy of your essay / critical review from the course. Check the course unit guides to indicate whether you need to upload anything into this folder.

d. Reflective presentation or evaluation - This is the folder into which you can upload your presentation or evaluation.

e. Tutor Reports - Upload a copy of your tutor reports. There should be five or six reports depending upon your given course unit.

5. Once you have familiarised yourself with your GDrive folders you can begin uploading your work for assessment. Please access the Checklist document, available in your GDrive folder, to record what files you are



submitting for assessment. In most instances, you should be able to drag and drop your documents from your computer onto the GDrive folder. By arranging your file window and internet browser window side by side on your computer screen, you should be able to clearly move documents across and see copies uploaded to the GDrive folder. In some instances, you may need to upload files in a way that suits your device, for instance, a mobile device may require you to install the GDrive app to allow you to then save files to GDrive directly from the device. If you require any technical support, please access: https://support.google.com/drive/answer/2424368?co=GENIE.Platform%3DDesktop&hl=en

6. Once you have completed uploading your files to the GDrive folders, use the checklist document to ensure that everything you need to upload is in the correct folder, that they are in accessible digital formats, and clearly labelled.


https://support.google.com/drive/answer/2424368?co=GENIE.Platform%3DDesktop&hl=en

https://support.google.com/drive/answer/2424368?co=GENIE.Platform%3DDesktop&hl=en

Learning through assessment

Overview While the design of this assessment was necessitated by the impact of Covid-19, changes were also driven to make assessment a more integrated and meaningful part of your overall experience. With this in mind, it would be useful to reflect on your experiences of assessment, and to provide feedback to OCA so we can continue to improve our approaches.

Understanding summative feedback and grades Your feedback and grade should provide a broad sense of how your work met the learning outcomes in relation to the assessment criteria.

For each assessment criteria you will be provided with a statement that indicates where in the grade banding your work sits. For example, the language of the statement shifts depending on whether it is excellent (70+), very good (60-69), good (50-59), satisfactory (40-49), or if under 40, a fail.

Your feedback should also provide some feedforward, that highlights the main points you may want to develop in the future.

Exercise: Making use of your assessment feedback It is always useful to reflect on your feedback, identifying what you feel are the key themes and areas for development. This will help you identify what you can take from your feedback and develop a reflective approach to your studies.

1. Undertake your own self-evaluation of your work. You may want to re-read your reflective presentation or evaluation to help you. How would you grade yourself against the assessment criteria?

2. Take some time to compare your summative feedback with your own self-evaluation; what are the similarities and differences?

3. Do you understand the feedback? Consider sharing your feedback with a fellow student on the forums to help unpack it together.

4. What are you taking from your summative feedback and self-evaluation? Draw up a set of key themes or aims you would like to develop. You may want to share these with the tutor on your next course unit.


Feedback on digital assessment process OCA would welcome any feedback, both positive and critical, to help the organisation and assessors to learn from your experiences.

We would like to gather your anonymous feedback via the following online survey from 18 May 2020 onwards:

https://forms.gle/9Za16pvXnhTn2HHU6


https://forms.gle/9Za16pvXnhTn2HHU6

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