It took a while to figure out what to do for my iteration on the first method. Should I just make the cubes larger? Should I use a different shape? This wasn’t an easy task. I needed something that was quicker to prepare but also just as engaging for the students to use.
The students had an assessment coming up so creating a session in the group tutorial around their assessment would be beneficial. I created a ‘Make the grade’ checklist (UAL, AEM support, 2024) for this unit, to be provided to them.
I thought of an idea around using a topological map and flags being plotted to help the students plot their grades to work towards getting the highest.
On the morning of the 26th of November I printed an A2 sized map I had designed before out made up from two A3 sheets stick together it included the learning outcomes on one side, I covered it with tracing paper to act as a surface to write on if needed.
The first group arrived and we used the same couch set up as the previous session, again I verbally explained the consent, we went through the check list first and I explained how we assess as a team and what the learning outcomes meant. Then all the students were given a blank flag where they could write their project name or draw a representation of it. They all plotted on the map going from E to A what they thought they currently had based on what I had told them. We then went round where each student presented their portfolios and videos (or whatever they had), the other students in the group helped to assess and give them tips on how to improve their submission and were invited to move the flag. Throughout the session when an important fact was spoken about we wrote it down on an extra flag this was shared with each group.
All the sessions ran smoothly and was an engaging way to discuss assessment and grades. Most of the students put their flags on the B area and moved them up no one was brave enough to move any of their peers flags down. So this aspect failed to some regard.
Reflecting back I can see from the TPP unit I had an idea for a ‘Make the grade’ type timeline board game, where students can navigate through key assessment dates and events, Flint (2025).
It is interesting to see the subconscious effect the PGcert has had on me even after a long stretch of time.
References
Flint, J. (2025) ‘case-study-3-assessing-learning-and-exchanging-feedback’, WordPress, 8/March. Available at: https://joncflint.myblog.arts.ac.uk/2024/03/08/case-study-3-assessing-learning-and-exchanging-feedback/ (Accessed: 10 January 2025).
UAL, AEM support (2024) ‘Reducing referrals and resubmissions’, Using Make the Grade. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0021/190155/AEM-Reducing-referrals-PDF-304KB.pdf (Accessed: 10 January 2025).