Case Study No. 4 - Devising, University of Salford

Elements addressed by study

Special Features:

The module uses mid-term, work-in-progress tutorials, involving self and peer assessment, to monitor and enhance the collaborative working process.

Description of Key Aspects:

In tutor selected groups of 3-5, students create and perform a 10 minute devised performance piece based around the concepts of acting and non-acting, the use of non-theatrical texts and the principles of juxtaposition and composition.  The assessment criteria consists of creative application of concepts and approaches explored during the module, appropriate use of texts/materials, composition, vocal and physical performance techniques and appropriate and effective performance persona.  

Mid-way through the devising process each sub-group participates in a work-in-progress tutorial with the tutor in which they view and evaluate video documentation of the work in its present stage of development.  The group are asked to grade their piece after watching the video.  Following a general discussion, in which the group are invited to comment on their own and their peers performances and tutor feedback is given, the group are then asked to grade their performances again.  At this stage the assessment criteria is revisited so that the students can measure their contributions to the project to date against the learning objectives and identify areas in which they may be underachieving.

Each sub-group performs their finished piece to the other groups in the final week of the module and each student is marked on an individual basis.  Assessment for the module is weighted 60% for the composition and performance of the piece and 40% for reflection on the process. Students are required to keep a working log book of the process and submit this, along with a written evaluation, 1 week after the performance.

Analysis

Although the students’ reflection on the process is assessed summatively, through the written report, the work-in-progress tutorial acts also as a form of reflective practice which is used for the purposes of formative assessment.  This allows the tutor to observe some of the group’s interaction with one another, to evaluate their present understanding of the concepts and approaches utilised, and their individual contributions to the project at this stage. 

The tutor suggested that this is the most important stage in the process because it is when the problems of the work begin to arise.  How the students then work to resolve these problems has a direct influence on their final grade.

The students generally respond well to the self assessment exercise as they initially find it difficult to analyse their own working practices and, therefore, gain invaluable preparation for writing their critical reports. 

Evaluation:

The module requires students to analyse their own working practices and encourages them to focus on group dynamics and how these effect the finished product.

The work-in-progress tutorials also act as a check to keep the group ‘on track’ or as a point at which they may change direction or approach if the current one is proving unfruitful.  Thus students are able to learn through experimentation and correct mistakes as they occur rather than only becoming aware of them retrospectively.  

There is a shift away from a total emphasis on performance/product, toward process and learning competencies.