Assessing visual arts: moving towards a digital portfolio and presentation

This paper reflects upon the modifications made to assessment methods for a visual arts module. Upon reviewing the existing assessment procedures for the module Life Drawing, and investigating pedagogical models, relevant teaching theories, and giving due consideration to the University’s Graduate Attributes, the project concludes that it has been beneficial to replace the physical portfolio submission with a curated and annotated digital portfolio, accompanied by a short presentation. It is considered that this amendment has increased student awareness of their progress and learning and offers a more valuable opportunity for self-reflection. The empowerment given to students to reflect, understand and communicate their progress is a significant part of experiential learning and of many revered learning theories. This student-centered approach to assessment should encourage more in-depth understanding of their achievements and assist in the planning of further development.