Methods for Assessment in the MA Animation: Fostering Student Agency and Adaptability

Abstract: This study explores the implementation of democratic free school methods for assessment in a MA animation course, focusing on student well-being, adaptability, and the evolving industry landscape. The revised course structure has three stages: playfulness and discovery, self-awareness, and adaptability. It aims to prepare students for professional practice and capitalize on industry opportunities. The evaluation of the first year of implementation reveals varied results, leading to further refinements in the course design.

Introduction: In 2019, the MA animation course was re-validated and integrated with elements of “democratic free schools” ; UAL’s social purpose and mission and UAL’s strategy. methods for assessment. The course revision prioritized student well-being, adaptability, and the evolving industry landscape. The revised course structure encompasses playfulness and discovery, self-awareness, and adaptability, which prepare students for professional practice and the ability to seize opportunities within the industry. In the final term, students work directly with the industry by seeking a client, proposing a project, and developing it. This project, along with a theory aspect, determines their final grade.

Plan: The final project reflects students’ interests and supports their career development. Collaboration with external collaborators or organizations is strongly encouraged. Students’ final projects must demonstrate an understanding of animation production practice, with the specific nature and themes determined by the student. The project’s nature is individually negotiated with the course leader and can be self-led, collaborative, or client-based. It can be narrative, experiential, or experimental in various formats, including a short film or experiment with any genre and technique, as long as it is 30 seconds long.

Aims: The aim is to adopt a different method in which students create their goals in association with the tutor and are assessed by student’s standards, promoting student agency. This approach involves asking students what they want to develop, evaluate, and receive feedback on, supporting them in recognizing and celebrating their achievements and mitigating against grades and feedback as a
proxy for belonging in college and the industry. Consequently, we partner with students to develop curriculum content, embedding non- Western histories, clients, and contributions to disciplines. Students can choose any client, topic, and methodology within the unit’s simple framework.

Evaluation: In the first year of this change, we are moving into the second year, and the results have varied. Some students excelled, creating more projects and starting their careers towards the end of the term. This change aimed to quell students’ fears about working and entering the real world. Supporting students with almost free projects provided them agency to create their boundaries and decide on feedback aspects. However, some students needed help to adapt to this newfound freedom. We realized that not all students are ready to work this way, leading to the inclusion of elements from this unit in previous units for a more gradual shift. We are also liaising with potential clients, especially those aligned with social justice and environmental issues, which we can propose to students who find it challenging
to look for their projects. To mitigate the problems with external collaborators, we allow students to create a “director’s cut” to maintain agency over their material, independently from client or collaborator demands, and choose what to submit at the end of the term.

Conclusion: Integrating democratic free school methods for assessment into the MA animation course has shown potential for enhancing student agency and adaptability. The first year of implementation revealed varied results, prompting further refinements in the course design. This study contributes valuable insights into promoting student agency and adaptability by offering students more control over their projects and gradually introducing the new approach.

AEM and Attainment Team, University of the Arts London (2022)Compassionate feedback

AEM and Attainment Team, University of the Arts London (2022) Enhancing assessment for equity

AEM and Attainment Team, University of the Arts London (2022) Decolonising Curriculum and Pedagogy

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