competencies for conversation: presentation by heather symonds, university of the arts london

COMPETENCIES FOR CONVERSATION

Heather Symonds

HEA Social Science Innovative Assessment

Cardiff June 2013

I CAN WRITE ESSAYS BUT IT IS LIKE WALKING

AGAINST THE WIND’. WHY DO I HAVE TO KEEP

DOING THIS WHEN IT JUST PROVES THAT I AM

DYSLEXIC?

Student panellist presentation – RMIT/La Trobe (2007) Doing It Better

VIVA VOCE- LIVING VOICE

Learning Outcomes

• Mapping across to orality

• Rubric of assessment

• Exemplars

http://www.arts.ac.uk/itrdu/podcasts/acco

m_assess_01.mp3

THE LIVING VOICE

• http://ualresearchonline.arts.ac.uk/536/

• Kontas, Costas (2006) A critical analysis of Keiji

Haino. Other thesis, London College of

Communication, University of the Arts London.

WritingPAD Goldsmiths 2005 Discourse on

assessment

VARIETY OF ASSESMENT

Vocational

Varied

Vibrant

•BA Sound Arts Design

•BA Fine Art

•BA Fashion

•BA Graphic Design

•FdA Photojournalism

‘KEIJO HAINO’ ‘YINKO SHONIBARE’

KONTOS- LCC TEIXEIRA- BYAM

SHAWDissertations or VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE

VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE VIVA VOCE

•Contents of the Viva Guide (Symonds 2006)

•

•What is a viva?

•Who will be present at the viva?

•Why are dyslexic students allowed to undertake a viva?

•Suitability of a viva and consent

•Process of a viva

•Consent form exemplar

•Liaison with Study Support staff- structure

•Performance Assessment

•Narration versus analysis

•Building Blocks to a viva

•References extract from Viva

Voce Guide UAL©

• Symonds,H. (2010) Competencies for conversation: Assessment In inclusive education in: The international Journal of Diversity in Organizations, Communities and Nations, Vol.10.No.3 Chicago Illinois

• Symonds, H. (2009) Teaching, Learning and Assessment: It’s Not Like You Think, In: Pollak, D. (ed) Neurodiversity in Higher Education (London) Wiley

•• Symonds, H. Introducing oral assessment

within creative practice: ‘I can write but it's like walking against the wind’ Journal of Creative Writing Vol.1 Issue 3 pp: 227-236- 2009

Symonds, H (2006) ‘Structured vivas as accommodated assessment fordyslexic students’ University of the Arts, Teaching and Learning Report 2005/06. Available from: http://ualresearchonline.arts.ac.uk/516/1/devt_heathersymonds1.pdf. [Accessed: 02.05.2010]WritingPAD Writing Purposefully in Art & Design. www.writing-pad.ac.uk

The combination of professional

knowledge and current thinking is

demonstrated through dialogue

and professional portfolio

The combination of professional knowledge and current thinking is demonstrated through orality; conversation and dialogue, supported The combination of professional knowledge and current thinking is demonstrated through orality; conversation and dialogue, supported

Subject specific content -not

a chat-collated evidence

which informs the orality

Professional competence has been defined as embracing the domains

of integration of knowledge and skills, context of care, information

management, teamwork, health systems, and teacher-patient

relationships, pedagogic reasoning and judgement, time management

and learning strategies. (Thilakaratne, R. 2006).

Matisse- The conversation

‘Ground Rules’