Case Study No. 12 - Research Project, University of Leeds

Elements addressed by study

Special Features:

The BA (Hons) Dramaturgy programme (amongst others) is designed to offer students a degree of flexibility, particularly in relation to decisions made regarding the focus of third level work. To aid students in their decision-making processes, a system of individual learning contracts is utilised. This contract enables tutors to establish a method of identifying the focus and intention of the work of each individual student, particularly when they are involved in practical group work.

Description of Key Aspects:

Third year students on the BA (Hons) Dramaturgy programme are required to submit three modules for examination. These comprise: Dissertation (40 credits), the Dramaturgical Project, a module that entails collaborative work and requires a written and practical submission - (20 + 20 credits), and a Research Project (20 credits).

Although the nature of the submissions is defined by the module outline, the content is not. Students are therefore required to consult with supervising tutors in order to negotiate their focus of study. An individual learning contract is then drawn up and appropriate protocols for assessment decided upon.

The programme offers four sets of protocols with criteria appropriate for the differing nature of the three assessments. Two are designed for written submissions: dissertations/essays or investigative reports, and two for practical work: presentations or performances. Depending on the focus of the Research Project the student could opt for either protocol in each area to suit the nature of the two different elements being submitted for examination.

Analysis

The individual learning contract aids the student in the difficult task of defining their area of study and also identifies criteria tailored to the assessment of the individual third level student. Once agreed, the supervising tutor signs off the learning contract and the tutor, the programme office and the student retain copies. Students are encouraged to keep referring back to their contract in order to make sure the work retains its focus and matches the criteria agreed for assessment.

In preparation for the more open and negotiated nature of third level work, second level students are introduced to peer and self-assessment. This helps to make the assessment system understandable and transparent, and emphasises the importance of consistently tailoring work to match the agreed set criteria. 

Evaluation:

Students often present their practical work in groups, of which they may or may not be a member.  Although the participants’ contributions will have a bearing on the success or otherwise of the final piece, it is only the third level student who is the subject of the final assessment. The previously negotiated and agreed contract allows examiners to identify the work of the individual student whether this is demonstrated explicitly in the practical work or measured as a contributing factor to the final piece. In the case of performance-based outcomes where the critical framework underlying the work may not be explicitly presented to examiners, a viva is held with the student concerned.

Although there is a certain amount of flexibility inherent in the determining of the protocol sets according to the focus of the work, the students are not allowed the freedom to create their own sets of protocols.  This is because the protocol sets are careful designed in order to test all aspects of student’s achievement in areas taught throughout the course.

The individual learning contract becomes a useful tool in tailoring the work for assessment, as the aims of the project are made explicit at the beginning of the process. So too are any particular factors, which might have a bearing on the final piece. In the event of changes being made to the content or direction of the work, students are required to update the information on the learning contract in consultation with their supervising tutor who then resigns the updated contract.

The document can be useful in making the aims and objectives of the work explicit in advance, to tutors from other programmes (or indeed external assessors) who might be involved in the final assessment process.

The documents also aid student and tutors in the overall planning of the final year’s programme, which should demonstrate the students range and avoid the possibility of cross over or duplication of material presented for examination.