Dear Gabriele,
I am replying late to this conversation. However, it is not a simple matter of replacing assessment items as the replacement item may/ will assess different competencies. This, I believe, has to be considered carefully as you are doing. In this case I would not shift the assessment method without having some clear basis for clarity on the equivalence of assessment criteria to be used. It is also necessary to be fair on other students in the cohort
Overall in my experience, in a case like this with Anxiety as the issue, this condition needs to be assessed and addressed before changes are made. The student may need to address the underlying causes of their anxiety through appropriate counselling provided in and through the university or other medical authorities. The advice given to me by my university counsellors was not to get involved in this latter issue but leave it to the appropriate people to deal with it as, though it impinged on academic issues, it was not necessarily solved in the individual case by an academic intervention.
Best Wishes
Chris
Chris Smith
Associate Editor, Journal Visual Art Practice
Visiting Fellow
CCW Graduate School, University of the Arts, London
16 John Islip Street
London SW1P 4JU
e.mail: [log in to unmask]<mailto:[log in to unmask]>
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Journal Visual Art Practice
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On 2 Mar 2019, at 09:34, Gabriele Ferri <[log in to unmask]<mailto:[log in to unmask]>> wrote:
thanks all for the help on-list and off-list.
Just to clarify a bit the situation:
Indeed, checking in with the psychologist/counselor we have on staff as a
school was the first thing I did. However, we're in uncharted waters (for
us) because our institution is transitioning from mostly undergrad teaching
to a teaching/research also at a grad level, and the master program I
coordinate is the first to use competency-based assessments (and, also, the
very first in design). This is to say that we lack institutional knowledge.
Our counselor's first instinct was "let the student write an essay instead"
which, I suspect, is a habitual response rooted in the fact that all
undergrads *don't* do competency-based / portfolio-based assessments. As a
manager / course coordinator, I'm worried for our lack on that respect, and
I wish to collect best-practices on alternative assessment formats for
portfolio-based design courses (case in point: student with anxiety issues;
but ideally I should know more also about other situations, to be ready in
the future...).
I'll look up the resources and the contacts that list-members have
suggested. Thanks all! If anyone has other suggestions, please keep them
coming :-)
cheers
G:
Gabriele Ferri, Ph.D.
Tenured lecturer & researcher // M.Sc. Digital Design // Play & Civic Media
Amsterdam University of Applied Sciences
www.gabrieleferri.com<http://www.gabrieleferri.com>
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