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Formative feedback has been well documented as a means of promoting and engaging learning. Indeed, for effective feedback the timely nature of feedback is essential. This project outlines the development of formative assessment as integral part of a blended learning programme. Using the existing BA Visual Art Programme (Sherkin Island), this project developed, used and evaluated innovative student feedback mechanisms. The project focused on the development of formative feedback for first year modules on the programme with special emphasis placed upon the written elements of the course. The BA in Visual Arts is a majority practice based programme in Fine Art with Painting, Drawing, Sculpture and Multi Media. The cohort on the course is mainly adult mature learners returning to higher education or attending higher education for the first time. The Critical Theory module, which is predominantly text based, poses therefore a challenge for these students; typically a percentage of students present with anxiety around written aspects to the programme and, in addition, there are a certain number of students with dyslexia. This project outlines how the introduction of formative feedback could be used to allay the fears around assessment and in particular the assessment of the written elements to the Critical Theory Modules.