The Problem of Authorship: A Thorn in the Side of Assessment

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

This chapter considers how the positioning of the artist-student’s intentionality can operate to resist closure in interpretation, bringing with it a healthy measure of uncertainty and discourse to assessment practices in visual arts practice. The discussion is set within a philosophical context of about constructions of authorship and creativity, and how these inform contemporary art criticism. It then extends to an analysis of the interpretative approaches adopted in the assessment practices of two art schools espousing polemically different approaches to intentionality; with an emphasis on the significance for the student experience, their metacognition and agency.

Educational intention
Situate the problem of authorship more explicitly within discussions about assessment.

Be more cognizant of the significance of assessment practices on the development of authorship.

Describe the significance of such practices for the principles of metacognition and agency.
Original languageEnglish
Title of host publicationPerspectives on Learning Assessment in the Arts in Higher Education: Supporting Transparent Assessment across Artistic Disciplines
EditorsDiane Leduc, Sebastien Beland
PublisherRoutledge
Chapter3
Number of pages22
Edition1
ISBN (Electronic)9781003198307
ISBN (Print)9781032056067
DOIs
Publication statusPublished - 05 Nov 2021

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