Case Study No. 14 - The Preformance, University of Leeds

  Elements addressed by study

Special Features:

‘The Preformance’ is a Praxis module, which involves the students working alongside other practitioners towards the act of performance, either collaboratively alongside other performance-based University programmes, or in a professional context outside the University.  Assessment of the module is equally divided into two submissions: an individual written report, and an individual presentation. The two submissions have to be structured so that they cover different but related aspects of the area of study.

Peer tutoring and assessment has been integrated into the teaching and assessment of the practical element of this module. The students prepare their presentations in groups but are assessed individually.

Description of Key Aspects:

The students gather information and research whilst on placement, and this is used selectively on their return in the preparation for their assessment. Their written work is submitted before the end of the module therefore the focus of this element tends to be more general in nature and gives context to the area of study.

The presentation element, although examined individually, involves the students working during the preparation stage in small groups of 3. The students choose their own groups; decisions tending to be made on the basis of proximity of living accommodation, focus of study (some students may be working in pairs on placements or covering similar territory) and /or friendship groups.

Emphasis is placed in this module on the development of presentation skills including: awareness of self, relationship of form to content, appropriate use of aides, relationship with audience, and integration of analysis and academic support into the area of study. Students are also reminded of the relationship of their work to assessment and the importance of adhering and working to the set criteria. Members of each group are required to offer support for each other – as performers or as technical assistants and operators.

Analysis

After a clear briefing including discussion of the project and assessment guidance, the students are involved in a process of peer tutoring. During this process students are required to give feedback at specific points during the process to the other members of their group. This is delivered electronically and a copy sent to the supervising tutor. The feedback is designed to be simple in format; requiring the students to give one positive comment on each of their group’s work and one recommendation. The groups rehearse their final pieces so that the three assessments run back to back and are rehearsed as a seamless presentation.

On the day of the assessment the groups are allocated one other group to assess. After the group’s presentations they meet as an examination team and apply the discussed criteria to the work seen. They fill in a feedback sheet, which is then submitted to the supervising tutor. This becomes part of the feedback given to the students at the end of the module, although the student comments and grades do not constitute part of the final assessment mark.

Evaluation:

The students have received this approach to the preparation and assessment of the practical submission very positively. Not only does it constantly draw the student’s attention to the assessment criteria (as they have to keep referring to it in order to give appropriate feedback), but they are also made aware of the support available to them from their own peer group.

Awareness of the positive nature of peer support is useful as the students prepare for 3^rd year work and the correlation observed between tutor and peer advice helps to validate and underpin this strategy.

By operating as peer assessors students begin to understand the process of assessment and this enables them to structure and pitch their future work appropriately. They also start to appropriate, and as a result understand the language of assessment. Hopefully, through understanding the assessment system, they also loose any fear or uncertainties they might have felt associated with the unknown or hidden aspects of the process.

Many students were relieved and surprised to find out the great lengths tutors go to in order to create a just and fair system, which attempts to benefit the student by rewarding their learning and achievement.