Wollen, Will (2016) Hard rigour, soft assessment, putting the student first: What can Universities learn from Conservatoires? In: Labanarium, 6 Jan 2017, Guildford, Surrey, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:59805)
| The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. |
Abstract
This project/paper/provocation examines the different approaches of universities and conservatoires in teaching and training, and suggests that regularly giving students marks hampers rather than improves their learning. A growing sense of the learner-as-consumer is coinciding with year-on-year grade inflation, and students' need to succeed is eclipsing their right to fail as part of their learning process.
| Item Type: | Conference or workshop item (Paper) |
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| Uncontrolled keywords: | assessment, conservatoire, universities, right to fail |
| Subjects: |
L Education > LB Theory and practice of education > LB2300 Higher Education N Visual Arts > NX Arts in general P Language and Literature > PN Literature (General) > PN1600 Drama |
| Divisions: | Divisions > Division of Arts and Humanities > School of Arts |
| Depositing User: | Will Wollen |
| Date Deposited: | 07 Jan 2017 11:43 UTC |
| Last Modified: | 05 Nov 2024 10:52 UTC |
| Resource URI: | https://kar.kent.ac.uk/id/eprint/59805 (The current URI for this page, for reference purposes) |
University of Kent Author Information
Wollen, Will.
| Creator's ORCID: |
 https://orcid.org/0000-0002-6372-1548
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