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Browsing by Person "Salines, Emily"

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    Belonging through Assessment: Pipelines of Compassion - project report
    (University of the Arts London, 2023-02-08) Hill, Vikki; Broadhead, Samantha; Bunting, Liz; da Costa, Laura; Currant, Neil; Greated, Marianne; Hughes, Peter; Mantho, Robert; Salines, Emily; Stevens, Thea
    This is the project report from the QAA Collaborative Enhancement Project 'Belonging through assessment: Pipelines of compassion', led by University of the Arts London in partnership with Glasgow School of Art and Leeds Arts University.
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    Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context
    (Taylor and Francis Group, 2023-01-12) Hill, Vikki; Orr, Susan; Salines, Emily
    This article investigates the role of an academic development programme associated with the implementation of newly designed assessment criteria in the UK-based Arts University. The introduction of new assessment criteria was accompanied by a pan-university academic staff development intervention. In a small-scale qualitative study, we researched staff’s experience of meaning-making and present three interconnected themes: the relationships between attendees; their relationship with the criteria; and relational understandings within the context of expectations of academic development. We deploy Honneth’s theory of recognition and make recommendations for policy makers and academic developers to support the design of socially just academic development opportunities.
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    Rethinking assessment? Research into the affective impact of higher education grading
    (University of Greenwich, 2024-05-09) Currant, Neil; Bunting, Liz; Hill, Vikki; Salines, Emily
    Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely.The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships.In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.