A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course.pdf

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A Review of the Relevant Merits and Disadvantages
of the Current Assessment Methods used in the
Photography BTEC Extended Diploma Course
PGCE PCET
UTXGMT - 40 - M
Context and Curriculum in Lifelong Learning
Ben Macloughlin
07500587
Word Count: 4112
Contents

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1.0 Introduction 3
1.1 Research Statement 3
2.0 Literature Review 4
2.1 Formative and Summative Assessment 4
2.2 Assessment in Art and Design 7
2.3 E-Learning 9
3.0 Methodology 10
3.1 Methods 10
3.2 Participants 10
3.3 Ethical Considerations 10
3.4 Reliability and Validity 11
4.0 Analysis of Results 12
4.1 Learner Questionnaires 12
4.1.1 Learner Pros and Cons 13
4.2 Tutor Questionnaires 14
4.2.1 Tutor Pros and Cons 15
4.3 The Interview 16
5.0 Discussion of Research 17
6.0 Conclusion 20
7.0 Bibliography 21
8.0 Appendix 1: Learner Questionnaire 23
8.1 Appendix 2: Tutor Questionnaire 25
8.2 Appendix 3: Interview Questions 26
8.3 Appendix 4: Learner Pros and Cons Tables 27
8.4 Appendix 5: Tutor Pros and Cons Tables 29

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1.0 Introduction
The BTEC Extended Diploma Photography Course currently uses a variety of
assessment methods for formative and summative purposes. The learners and teachers
have all used sketchbooks, PowerPoint and blogs as a method to record and track the
progress of the photography projects. The aim of this study is to find out the relative
merits and disadvantages of each assessment method and to discover which method is
most suitable for improving standards of assessment in teaching and learning.
1.1 Research Statement
The following research is a review of the relevant merits and disadvantages of the current
assessment methods used in the BTEC Photography course. The research will attempt
to answer the following questions:
1. What is the difference between formative and summative assessment and what is
its purpose?
2. What assessment methods are currently being used in Art and Design and why?
3. Can e-learning improve the standards of teaching and learning, and can it be
applied to Art and Design courses?
4. What are the advantages and disadvantages of sketchbooks, PowerPoint and
blogs in the BTEC Photography course?
5. What are the implications of these assessment methods on teaching and
learning?

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2.0 Literature Review
2.1 Formative and Summative Assessment
The difference between formative and summative assessment is that formative is
‘assessment for learning’ and summative is ‘assessment of learning’ (Black et al., 2003).
Formative assessment involves teachers providing learners with feedback about their
work and suggestions of how to progress and improve. Stobart (2012: 236) reveals that
‘[f]or formative assessment to lead to learning, the classroom context has to be
supportive and the feedback to the learner productive’. Summative assessments have
set deadlines and come in the form of coursework, practical tests or exams. The
feedback can only be given after the work has been marked and graded against the
criteria set by the awarding body. Summative feedback may not be as immediate as
formative, but it should still assist the learner with improving their work by assigning new
goals.
Assessments are designed to incorporate summative and formative methods; ‘formative
because the student is expected to learn from whatever feedback is provided, and
summative because the grade awarded contributed to the overall grade at the end of the
study unit’ (Yorke, 2003: 479-480). By combining assessment for learning and
assessment of learning techniques, teaching and learning can be improved. Black and
Wiliam (2012) disagree, they believe that formative assessment is more useful:
formative assessment is reliable to the extent that the assessment
processes being used generate evidence that consistently lead to better, or
better founded decisions, which turns out to be a less restrictive condition
than is needed for summative assessment.
(Black and William, 2012: 260)
There could be more subjective restrictions on summative assessment methods; for
example, it is possible that where one learner excels in exams another fails. Twenty-four
years ago summative assessment methods were also criticised:
The lack of powerful qualitative information about student learning,
thoughtful ways of using that information, and training for educators in this
kind of assessment is a major gap in the way…educators go about indexing
and studying student learning.
(Wolf, 1988: 25)

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Formative assessment brings the focus of teaching and learning into assessment for
learning, therefore allowing teachers to identify where learners need help, how to
improve, and set SMART (Specific, Measureable, Attainable, Relevant, Time-bound)
goals. Yorke (2003: 483) identifies the importance of feedback; ‘without informative
feedback on what they do, students will have relatively little by which to chart their
development’. Yorke’s (2003: 487) flow chart demonstrates the process of formative
assessment in regards to a formal task.
Figure 1
The immediacy of formative feedback could be more valid than summative, which may
often be a little too late, however, if you can create an assessment that harnesses the
best attributes of both, teaching and learning should improve. The ‘criteria’ and ‘grade’
boxes in Figure 1 demonstrate that a formative assessment task does include
summative elements. Does this mean that formative assessment is always a part of a
summative assessment process? Is Black et al. (2003) definition of formative
assessment questionable?
Black et al. (2003) based their ideas about formative assessment on Sadler’s (1989)
definition. Taras (2009), a critic of Black et al. (2003), explores Sadler’s (1989) discussion

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about the role of formative feedback as part of an assessment, which occurs when the
assessment is completed. Taras (2009) explains that;
to understand the feedback, learners must also understand the difference
between the initial assessment and what is required; therefore learners also
need to be a part of the assessment process. This initial assessment is SA
[summative assessment]. By not naming the initial step of SA, the whole
process of FA [formative assessment] seems to have been confused by
Black et al.
(Taras 2009: 61)
Yorke’s (2003) flow chart, which combines formative and summative processes, could be
more evidence of Black et al. (2003) confusion about what formative assessment actually
is. What matters most is that teachers understand the strengths and weaknesses of
formative and summative assessments, and know where, when and how to apply each
method into teaching and learning to achieve the best results.

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2.2 Assessment in Art and Design
In Art and Design it is important to not only assess the learners’ final piece of artwork, but
also the progress of how their artwork was created, the materials, processes and
techniques used, and the research involved. ‘Assessing process and critical studies in
addition to grading pupils’ own art products is seen as providing a broader base for
judging pupil achievement’ (Ross et al., 1993: xi). Quite often a formal formative
assessment approach is used to assist with the learners progress. This occurs when the
teacher looks through the learner’s sketchbook and provides on-the-spot feedback and
advice. Ross et al. (1993: xi) suggest ‘that teachers and pupils should indeed sit down
together in regular shared acts of assessment through talk.’ This creates a method of
assessment where both learner and teacher can advance through the teaching and
learning cycle to produce better results. Teachers can identify the strengths and
weaknesses in the learner’s skills and knowledge, and provide them with the relevant
feedback whilst their projects continue.
As teachers, we all know how useful self-assessment is and it is also very important
within Art and Design. Learners use sketchbooks to critically reflect on other artists and
their own work, in order to improve their own skills, knowledge and productions. ‘When a
practitioner becomes a researcher into his own practice, he engages in a continuing
process of self-education’ (Schön, 1983: 299). During a lecture, Allison (1978) suggests
that for someone to be educated in art ‘means to be perceptually developed and visually
discriminative…to realise the relationships of materials to the form and function of art
expression and communication…to critically analyse and appraise art forms’. Schön
(1983) and Allison (1978) identify the characteristics learners should acquire through Art
and Design courses. Taylor (1992: 131) believes that ‘regular use of the sketchbook
is…vital, as this provides opportunities for pupils to explore environments which are
entirely of their own choosing in response to personal needs and concerns’. The teacher
should guide a learner’s personal needs and concerns when they initially assess the
sketchbook and provide SMART feedback.
The BTEC Photography course could be viewed as a vocational subject, where learners
acquire skills that are relevant to working within the sector. Ecclestone (2012: 141) has
discovered that many ‘research studies of assessment in vocational education show an
almost total merger between summative assignment specifications and criteria, teaching
methods, and diagnostic and formative assessment activities’. Within the BTEC

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Photography course, formative and summative assessments are merging through the
use of sketchbooks, PowerPoint and blogs. These assessment methods are ongoing,
initial formative assessments, which are handed in as part of the summative assessment.
Referring to Torrance et al. (2005), Ecclestone (2012: 141) states that:
traditional distinctions between summative assessment as ‘assessment of
learning’ and formative assessment as ‘assessment for learning’ were pretty
much irrelevant: instead, merging summative and formative assessment
activities with teaching had led to ‘assessment as learning’.
(Ecclestone, 2012: 141)
Even though Ecclestone (2012) is referring to vocational education, it may be useful to
think again about Black et al. (2003) confusing idea of dividing assessment into
assessment for learning and assessment of learning. Perhaps that by thinking of
‘assessment as learning’ and combining the best of formative and summative
assessment methods we can improve the standards of teaching and learning.

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2.3 e-Learning
The BTEC Photography course used PowerPoint and blogs, as computer-based
methods to track the learners’ progress. We know that sketchbooks develop self-
assessment and learning which has major benefits for Art and Design. Does this benefit
apply when learners use PowerPoint and blogs to self-assess and learn? Ross et al.
(2008: 196) found that ‘self-assessment training contributes to student learning in
computer-supported learning environments.’ PowerPoint and blogs could enhance
learning, as they are computer-based sketchbooks that assist the learner’s development
through self-assessment and formative feedback.
Blogs are available online and are readily accessible, whereas PowerPoint is only
available on individual computers. Whalley et al. (2006: 105) reveal that ‘blogs are
becoming increasingly more popular and can be used in a very constructive way to
enhance learning.’ Bostock (2007: 32) suggests that blogs ‘could also be used as a small
portfolio or journal for reflective writing and self assessment.’ This fits in perfectly with the
Art and Design ideology of what a blog could be used for.
Gillespie et al. (2007) discuss the advantages of learners using e-portfolios, taking on the
form of a blog. They point out that as teachers, ‘you and your colleagues can access files
saved within the e-portfolio at any time, you can monitor the progress and development
of pupils’ work’ (Gillespie et al., 2007: 49-50). Pellegrino (2010: 124) agrees with
Gillespie et al. (2007) by stating that ‘[t]hrough the Web-based systems, students
respond and receive immediate and cumulative constructive feedback.’ There is much
evidence that indicates the growing advantages that blogs bring to teaching and learning.

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3.0 Methodology
In order to discover the merits and disadvantages of the assessment methods used in
the BTEC photography course, a triangulation method was adopted which used
questionnaires and interviews to reveal the opinions of the learners and tutors.
Questionnaires gathered quantitative and qualitative data; interviews retrieved qualitative
data. Norton (2009: 115) suggests that ‘a multi-methodological approach is best suited to
the ultimate goal of pedagogical action research, which is to inform policy and strategic
change, and…helps us to modify our own practice’. Due to the restrictions of this project I
will not be using an action research approach, but its possible that I could continue this
research in the future.
3.1 Methods
Two questionnaires were designed; one for learners (Appendix 1) and one for tutors
(Appendix 2). This epistemological approach was designed to discover the pros and
cons of each method of assessment from two different viewpoints. A sample of
individuals from the questionnaire were selected for the group interview (Appendix 3), all
were asked three questions to retrieve reliable results. Questionnaires are less time
consuming than interviews and anonymous participants may be more truthful. Interviews
are based on individual feelings rather than a piece of statistical data, although, they
could be bias due to the researchers influence.
3.2 Participants
The questionnaire participants consisted of fourteen learners (ten male and four female)
and four tutors (three male and one female) from the BTEC Photography course. Two
learners and two tutors (one male and female from both groups) were randomly selected
for a group interview following the questionnaire. The participants were reliable as they
have all used sketchbooks, PowerPoint and blogs. This ensured that results were reliable
and gave a general view of the individuals involved in the course.
3.3 Ethical Considerations
The questionnaires were authorised by the head of the Art and Design department and a
covering letter was included, which stated that all information the participants provided
would be treated confidentially. Each participant was required to give their consent by
providing their signature. BERA’s (2011: 6) ethical guidelines refer to article twelve of the
United Nations Convention on the Rights of the Child, in which young adults with their

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own views and opinions should be given ‘the right to express their views freely in all
matters affecting them, commensurate with their age and maturity. Children should
therefore be facilitated to give fully informed consent’.
3.4 Reliability and Validity
The research methods were reliable as each participant from the same group was asked
identical questions to ensure the results were measurable. Bell (2010: 119) explains that
reliability is ‘the extent to which a test or procedure produces similar results under
constant conditions on all occasions’. The questions were designed around the research
statement ensuring they were valid and relevant to the study. The questionnaire had a
reliability issue because the male participants outnumbered the female, meaning the
results may be biased towards male preferences. Because I am studying the group in
which I teach, some of the learners’ responses may be biased in some way.

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4.0 Analysis of Results
4.1 Learner Questionnaires
The following results are taken from the learner questionnaire that was given to ten
males and four females (Appendix 1).
Figure 2
75% of female learners preferred sketchbooks, whereas 60% of males preferred
PowerPoint. Overall 50% preferred PowerPoint, 29% preferred sketchbooks and 21%
preferred blogs.
0
1
2
3
4
5
6
Sketchbooks PowerPoints Blogs
Number
of
Learners
Individual Learners Preferred Method for Tracking Project Progression
Male
Female

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Figure 3
Overall 58% of learners believed that PowerPoint was the most useful method for
receiving feedback from their tutor. Those that preferred PowerPoint explained that tutors
could ‘make a copy’ of their PowerPoint to mark and write up feedback, they thought this
would be ‘easier’ for the tutor. Those that preferred blogs believed that tutors could easily
access their blogs at any time, anywhere, and leave useful comments on their posts to
help them improve. Those that preferred sketchbooks thought that feedback was useful
when the tutor went through their sketchbook with them.
4.1.1 Learner Pros and Cons
The following thematic results were created from the learner questionnaire (Appendix 1).
This qualitative data identifies the learner’s views on the pros and cons of sketchbooks,
PowerPoint and blogs.
Sketchbooks
Pros: five learners believed that they were easy to use, seven thought they were more
personal and aesthetical, and four thought the physical sketchbook was a benefit.
Cons: five thought that sketchbooks were easy to lose, four found them time consuming
and heavy, and three mentioned cost was a problem (Appendix 4, Table 1).
0
1
2
3
4
5
6
Number
of
Learners
The Learners Most Useful Method for Receiving Feedback from Tutors
Male
Female

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PowerPoint
Pros: ten learners felt that PowerPoint was quick and easy to use, four believed that they
had more control, three thought that the ability to create multiple copies was useful, and
three found that they could be well presented.
Cons: four felt that losing work was the most pressing issue and two said they were
boring (Appendix 4, Table 2).
Blogs
Pros: eight found them quick and easy to use and six thought that online access was
useful.
Cons: six felt the need for an Internet connection was a flaw and three found them
confusing (Appendix 4, Table 3).
4.2 Tutor Questionnaires
The following results are taken from a questionnaire given to four tutors who teach on the
BTEC Photography course (Appendix 2).
Figure 4
For recording learner progress, 50% preferred sketchbooks, whereas PowerPoint and
blogs are equally valid with 25% each.
0
1
2
Number
of
Tutors
The Tutors Preferred Method of Recording a Learner’s Progress
Tutors

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Figure 5
Tutors found sketchbooks and blogs equally useful for formative assessment, at 50%
each. For summative purposes; 75% prefer blogs and 25% prefer sketchbooks.
PowerPoint received no votes for either method.
4.2.1 Tutor Pros and Cons
The following thematic results were created from the tutor questionnaire (Appendix 2).
This qualitative data identifies the tutor’s opinions on the pros and cons of sketchbooks,
PowerPoint and blogs.
Sketchbooks
Pros: all four identified them as a good way to track progress and ideas, and that it could
be completed at home.
Cons: all four believed they could be easily lost (Appendix 5, Table 4).
PowerPoint
Pros: all four said that it’s quick and easy to use and accessible.
Cons: two thought that PowerPoint could encourage a ‘lazy approach’ (Appendix 5,
Table 5).
0
1
2
3
Number
of
Tutors
Tutors Preferred Method for Formative and Summative Assessment
Formative
Summative

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Blogs
Pro: all four suggested that blogs can be accessed from anywhere and it has a
professional appearance.
Con: two tutors felt that they can sometimes be visually uninteresting (Appendix 5,
Table 6).
4.3 The Interview
The group interview of two learners and two tutors contained very interesting results. All
the interviewees thought that computer technologies improve teaching and learning.
Learner 1 stated that ‘blogs and PowerPoint are more accessible and easier to keep up
to date’. Learner 2 revealed that ‘blogs can be used to promote and share my work
online’. Tutor 1 said; ‘when we teach digital photography the assessment method should
be digital; when we teach analogue photography the assessment method should be
analogue’. Tutor 2 thought ‘sketchbooks are a better method for understanding the way
a person works and thinks, they help me find ways of moving their project forward.’
PowerPoint was the learners most preferred method of the recording progress of work
and for receiving feedback. Learners 1 and 2 believed that PowerPoint was a nice, easy
way to sit down together and go through their slides. Tutors 1 and 2 agreed and said that
they could easily identify what was missing and give the learners the most appropriate
feedback, however, they strongly added that creative development and progression were
much clearer in a sketchbook or blog. ‘It is so important that the learners develop their
own creative and reflective skills, and this is a lot more evident when they use
sketchbooks or blogs’ (Tutor 2). The tutors believed the learners preferred PowerPoint
just because it was easier and saved them time.

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5.0 Discussion of Research
Section 2.0 discussed the importance of formative and summative assessment and the
relevant arguments and theories that encircle assessment. Yorke’s (2003) and Taras’
(2009) theories suggest that Black et al. (2003), seemingly strong argument about the
dominant advantages formative assessment has over summative, are not as concrete as
first thought. Taras (2009) reveals a strong sense of confusion that accompanies Black et
al. (2003) ideas. However, that is not say that Black et al. (2003) and Black and Wiliam’s
(2012) theories about formative assessment are wrong, formative assessment is
extremely useful and can offer more to teaching and learning than summative
assessment ever could. This research project has identified that the BTEC Photography
course combines both formative and summative assessment, taking the best of both
worlds to create an; all around, inclusive, dynamic, subjective and objective assessment
process, that assists teaching and learning to a high standard.
Section 2.1 revealed the relevance of one-to-one discussions between learner and tutor
that help develop teaching and learning. The evidence from the questionnaires and
interviews all prove that; sketchbooks PowerPoint and blogs all embrace formative and
summative assessment methods, which is essential in Art and Design. Schön (1983) and
Allison’s (1978) discussions about reflection and self-assessment are paramount to use
of sketchbooks, PowerPoint and blogs. These arguments and results all reveal the
merging of formative and summative assessment purposes, which should unequivocally
be classed as ‘assessment as learning’ (Ecclestone, 2012: 141).
Figures 2-3 indicate that PowerPoint is the learners overall popular choice for tracking
progress and receiving feedback. Was PowerPoint popular because the program itself is
a method of visual presentation, which the learners are used to receiving information
from; or is it simply because it is easy to use and doesn’t involve signing up, logging in or
carrying around with them? Tables 2 and 5 show that learners and tutors feel that
PowerPoint is easy to use. The interview results followed this ‘easy to use’ pattern; the
learners felt PowerPoint was the easiest way to receive feedback and the tutors thought
that this was because the learners preferred the easy option.
Figure 4 has identified that tutors prefer to use sketchbooks as a method of recording a
learner’s progress and Figure 5 clearly shows that none of the tutors thought that
PowerPoint was a good method for formative or summative assessment. Sketchbooks

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and blogs were viewed in better light and more suited to track learner progress and
gather information to provide relevant feedback. In the interviews Tutor 1 and 2 express
how they favour blogs and sketchbooks and believe that these two methods are a more
creative way for learners to develop their work. Pellegrino’s (2010) and Gillespie et al.
(2007) arguments back up this data in reference to blogs, which they believe are readily
accessible and provide instant feedback.
Section 4.1.1 identified the advantages to blogs; Appendix 4, Tables 1-3 reveal there
are more pros than cons, whereas sketchbooks and PowerPoint have more cons. The
learners found sketchbooks time consuming, costly and easily lost. The learners have
identified the potential of blogs as a photography assessment method and the fact they
can be accessed from anywhere seemed to be another major advantage. Interestingly
there is a reoccurring pro for PowerPoint and blogs: they are both believed to be quicker
and easier to use. From these results it is difficult to find a flaw with using ICT methods
for assessment and tracking purposes. DfES (Department for Education and Skills)
comments on the advantages of using ICT:
There are some clear messages about the motivational potential of using ICT
in teaching and learning, and the opportunities ICT affords for both engaging
students directly and motivating an engagement in subject learning via ICT.
(DfES 2003)
E-learning can improve the standards of teaching and learning, but there is a strong
argument between learner and tutor preferences to which technology is used. Overall the
results reveal that blogs are the most useful e-learning method as they provide instant
feedback that can be accessed from anywhere. The arguments in section 2.3 are all in
favour of e-learning and stress the importance and growing interest in blogs. It was
difficult to find academics that discredit the advantages to e-learning, but results from the
questionnaires and interviews have revealed that there are drawbacks. All the tutors
found that PowerPoint encourages laziness and were not creative enough for
Photography, which in their eyes should be a highly creative and artistic subject.
Learning styles and preferences are another indicator that there is not a definitive answer
to an overall best method. Some learners preferred a ‘hands on’ approach, whilst others
enjoyed using technology, and then there were some learners that just liked the easiest

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option. Robinson (2010: 139) explains that assisting ‘people to connect with their
personal creative capacities is the surest way to release what they have to offer’.
Figure 2 and results from the questionnaire show that most females found sketchbooks
more of an ‘artistic’ and ‘personal’ way to present their projects. The males preferred the
computer-based methods, many stated that they found them ‘easier to keep up to date
and re-edit’. Interestingly it seems there is there may be a ‘digital divide’ between male
and female views regarding project progression, however, if there were an equal number
of males and females in the questionnaire these results may be more insightful and
reveal a truer representation of female learners preferences. The majority of male
learners pointed out the huge benefits to a blog, stating that their work would always be
online and available to anyone.

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6.0 Conclusion
The BTEC Photography course does and should continue to embed the ethos that
Eccelstone (2012: 141) has identified as ‘assessment as learning’. This creates a higher
standard of teaching and learning by combining the best of formative and summative
assessment. The research has revealed that tutor and learner opinions differ when it
comes to the use of PowerPoint, but it is categorically evident that e-learning, especially
the use of blogs, is extremely beneficial for teaching and learning. From all the evidence
collected it could be suggested that sketchbooks, PowerPoint and blogs should continue
to play a part in the assessment process and therefore appeal to a wider range of
learning styles. They are all excellent methods in which learners can express themselves
through self-assessment, but most importantly, all three allow ‘regular shared acts of
assessment through talk’ between teacher and learner (Ross et al., 1993: xi). Each
method has both pros and cons, but it is how these methods are put to use, which
determines how successful it is in practice.
A few areas of discussion are still open to debate that could be expanded on. Firstly the
research findings could be used in some action research that puts the results to the test
in a teaching and learning environment. It would be ideal to compare three BTEC
Photography classes over a whole year, where each class uses one of the methods in
question. Once this data has been collected then maybe there could be some closure on
which method is most beneficial. Secondly, the data collected revealed some gender
differences in learning styles with regards technology preferences. Males preferred to
use technology whereas females preferred using sketchbooks. A detailed investigation
could be carried out to discover if this is a reoccurring theme.

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7.0 Bibliography
Allison, B. (1978) Journal of the National Society for Art Education of a lecture given at
Rolle College, Devon.
Bell, J. (2010) Doing Your Research Project: A guide for first time researchers in
education, health and social science. Fifth Edition. Maidenhead: Open University Press.
BERA (2011) Ethical Guidelines for Educational Research. Available at:
http://www.bera.ac.uk/system/files/BERA%20Ethical%20Guidelines%202011.pdf
[Accessed 20th
April 2012].
Black, P. and Wiliam, D. (2012) The Reliability of Assessments. In: Gardner, J., ed.
(2012) Assessment and Learning. Second Edition. London: SAGE.
Black, P., Harrisons, C., Lee, C., Marshall, B., and Williams, D. (2003) Assessment for
learning: Putting it into practice. Maidenhead: Open University Press.
Bostock, S. (2007) e-Teaching: Engaging Learners Through Technology. London: SEDA
DfES (2003) The big pICTure: The impact of ICT on attainment, motivation and learning.
London: DfES.
Ecclestone, K. (2012) Instrumentalism and Achievement: A Social-Cultural
Understanding of Tensions in Vocational Education. In: Gardner, J., ed. (2012)
Assessment and Learning. Second Edition. London: SAGE.
Gillespie, H., Boulton, H., Hramiak, A., Williamson, R. (2007) Learning and Teaching with
Virtual Learning Environments. Exeter: Learning Matters
Norton, L.S. (2009) Action Research in Teaching and Learning: A practical guide to
conducting pedagogical research in universities. Abingdon: Routledge.
Pellegrino, J.W. (2010) Perspectives on the Integration of Technology and Assessment.
Journal of Research on Technology in Education. 43 (2), pp. 119-134.
Robinson, K. (2010) Out of Our Minds: Learning to be Creative. Second Edition.
Chichester: Capstone Publishing Ltd.
Ross, M., Randor, H., Mitchell, S., Bierton, C. (1993) Assessing Achievement in the Arts.
Buckingham: Open University Press.
Ross, J.A., and Starling, M. (2008) Self-assessment in a technology-supported
environment: the case of grade 9 geography. Assessment in Education: principals, policy
and practice. 15 (2). pp 183-200.
Sadler, D.R. (1989) Formative assessment and the design of instructional systems.
Instructional Science. 18. pp 145-165.
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action.
Aldershot: Avebury.

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Stobart, G. (2012) Validity in Formative Assessment. In: Gardner, J., ed. (2012)
Assessment and Learning. Second Edition. London: SAGE.
Taras, M. (2009) Summative assessment: the missing link for formative assessment.
Journal of Further and Higher Education. 33 (1), pp. 57-70.
Taylor, R. (1992) Visual Arts in Education. London: The Falmer Press
Torrance, H., Colley, H., Garratt, D., Jarvis, J., Piper, H., Ecclestone, K. and James, D.
(2005) The Impact of Different Modes of Assessment on Achievement and Progress in
the Learning and Skills Sector. London: Learning and Skills Development Agency.
Whalley, J., Welch, T. and Williamson, L. (2006) e-Learning in FE. New York: Continuum
International Publishing Group.
Wolf, D. (1988) Opening up assessment, educational Leadership 45(4): 24-29
Yorke, M. (2003) Formative assessment in higher education: Moves towards theory and
the enhancement of pedagogic practice. Higher Education. 45 (4), pp. 477-501
Title Image
Man with a Movie Camera (1929). Dziga Vertov. Soviet Union: VUFKU.

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8.0 Appendix 1: Learner questionnaire
Hi, I’m Ben Macloughlin, I am currently researching assessment methods within
photography in further education. I am interested in finding out which method of recording
student’s progress (sketchbooks, PowerPoints and blogs) is most useful for the students
and the tutors. I am hoping that this research will shed some light on how we should
assess student’s photography work and improve the standard of teaching and learning.
Please note: By completing this questionnaire I will assume that you are giving me
consent to use the information you provide in my research.
Your response to the following questions will be treated fairly and confidentially.
Many thanks.
Date: / /
Male ☐Female ☐
Signature:
Q1. Place in rank order (1 at the top and 3 at the bottom) the method of recording your
projects progress that you found most suitable for you?
a) Sketchbook ☐
b) PowerPoint ☐
c) Blog ☐
Please explain your choice:
Q2. Please list the pros and cons of using a sketchbook:
Q3. Please list the pros and cons of using PowerPoint:
Q4. Please list the pros and cons of using a blog:
Q5. Which method do you think is most useful for receiving feedback from your tutor?
(please tick your answer)
a) Sketchbook ☐
b) PowerPoint ☐
c) Blog ☐

24
Could you explain in more detail why you found this method most useful for receiving
feedback, please give some examples if possible:
Q6. Would you like to use or recommend any other method to record your projects?

25
8.1 Appendix 2: Tutor questionnaire
Please note: By completing this questionnaire I will assume that you are giving me
Many thanks.
Date: / /
Male ☐Female ☐
Signature:
Q1. Place in rank order (1 at the top and 3 at the bottom) the method of recording a
learners progress do you find most suitable for teaching and learning in photography?
a) Sketchbook ☐
b) PowerPoint ☐
c) Blog ☐
Please explain your choice:
Q2. Please list the pros and cons of using a sketchbook:
Q3. Please list the pros and cons of using PowerPoint:
Q4. Please list the pros and cons of using a blog:
Q5. Which of these do you find most suitable for summative assessment purposes?
Please explain why?
Q6. Which of these methods do you find most useful for formative assessment
purposes? Please explain why?
Q7. Which of these methods do you think learners are more engaged with? Please
explain why?

26
8.2 Appendix 3: Interview Questions
Please note: By participating in this interview I will assume that you are giving me
Many thanks.
Date: / /
Male ☐Female ☐
Signature:
Q1. Do you think that computer-based technologies such as blogs and PowerPoint
increase the standards of teaching and learning?
Q2. PowerPoint was the learners most preferred method of recording the progress of
photography projects and for receiving feedback, why do you think that is?
Q3. Why do you think tutors preferred sketchbooks and blogs instead of PowerPoint for
recording the progress of photography projects and for assessment purposes?

27
8.3 Appendix 4: Learner Pros and Cons Tables
Learners: Pros and Cons of Sketchbooks
Pros Cons
• Physical copy
• Easy to layout
• Ideal for darkroom prints
• Feels more personal
• Keep it with you
• You can personalise it by making it look
arty and aesthetically pleasing
• Easy for feedback
• Less distracting
• Time consuming
• Work needs to be printing and stuck in
• Could be lost
• Only one version
• Extra sketchbook may be needed
• Could be hard to read
• Large and heavy
• Environmentally unfriendly
• Not as fun
• Costs money
Table 1
Learners: Pros and Cons of PowerPoint
Pros Cons
• More control
• Quick and easy to edit
• Easy to layout and arrange pages
• Use on computers
• Can create multiple copies
• Digital
• Great way of displaying your work
• Can not lose it
• Nice templates
• Takes up computer memory
• Can lose files
• Memory stick or computer could fail
• Not as creative
• Boring and bland
• Can only edit on computer
• Images may be too large
• Restricted to certain layouts
• Doesn’t look very professional
• Original prints need scanning which
reduce quality
Table 2
Learners: Pros and Cons of Blogs
Pros Cons
• Easy to update
• Access anywhere
• Quick and easy to use
• Good way to present work
• Cant use without the internet
• Limited upload space
• Less control over layout
• Have to scan in actual prints, quality can

28
• Can keep up to date
• Re-order posts
• Can tag and categories your work
• Tutors can easily access your work from
anywhere
• You can write as much as you like
• Its in chronological order
• Looks great
• Updateable from mobile phone
be lost
• Limited time to alter work
• Cant use it on the go
• Could suddenly delete your work
• Limited media platforms
• Can be confusing
Table 3

29
8.4 Appendix 5: Tutor Pros and Cons Tables
Tutors: Pros and Cons of Sketchbooks
Pros Cons
• Shows hand made processes
• Students can make pages of artwork
• Can be completed at home for
students without software
• Good way of tracking the progress of
idea development
• Not all students can achieve a visually
interesting layouts without using digital
techniques
• Can be lost
• Storage and accessibility
Table 4
Tutors: Pros and Cons of PowerPoint
Pros Cons
• A quick and easy way to get bits of work
in one place
• Most students have access to
PowerPoint at home
• Professional appearance
• Encourages plagiarism
• Encourages a lazy approach to laying
out pages
• ‘Clunky’ to use
• Overly presentation orientated
Table 5
Tutors: Pros and Cons of Blogs
Pros Cons
• Can be accessed from anywhere and
cannot be misplaced
• Shows the working process of a project
from start to finish
• Professional appearance
• Place to articulate
• Can be visually uninteresting
• Safeguarding issues need to be
considered with different sites
• Process of learning not always evident
Table 6

A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course.pdf

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