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Testing keywords internationally to define and apply undergraduate assessment standards in art and design

FORMakademisk. 2015;8(1) DOI 10.7577/formakademisk.1407


Journal Homepage

Journal Title: FORMakademisk

ISSN: 1890-9515 (Online)

Publisher: Formakademisk, Oslo

LCC Subject Category: Fine Arts: Arts in general

Country of publisher: Norway

Language of fulltext: Norwegian Nynorsk, English, Danish, Norwegian Bokmål, Swedish

Full-text formats available: PDF



Robert Harland


Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 15 weeks


Abstract | Full Text

What language should be featured in assessment standards for international students? Have universities adjusted their assessment methods sufficiently to match the increased demand for studying abroad? How might art and design benefit from a more stable definition of standards? These are some questions this paper seeks to address by reporting the results of recent pedagogic research at the School of the Arts, Loughborough University, in the United Kingdom. Language use is at the heart of this issue, yet it is generally overlooked as an essential tool that links assessment, feedback and action planning for international students. The paper reveals existing and new data that builds on research since 2009, aimed at improving students’ assessment literacy. Recommendations are offered to stimulate local and global discussion about keyword use for defining undergraduate assessment standards in art and design.