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Hard rigour, soft assessment, putting the student first: What can Universities learn from Conservatoires?

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 (Unpublished) (The full text of this publication is not currently available from this repository.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)

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. (Contact us about this Publication)

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)
Uncontrolled keywords: assessment, conservatoire, universities, right to fail
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
N Fine Arts > NX Arts in general
P Language and Literature > PN Literature (General) > PN1655 Drama
Divisions: Faculties > Humanities > School of Arts
Faculties > Humanities > School of Arts > Drama and Theatre
Depositing User: Will Wollen
Date Deposited: 07 Jan 2017 11:43 UTC
Last Modified: 29 May 2019 18:31 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/59805 (The current URI for this page, for reference purposes)
Wollen, Will: https://orcid.org/0000-0002-6372-1548
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