rewarding risk-a solution???

From: Thomas, Kim. (July 2008). Rewarding risk: how e-scape changes learning. www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1063 This article writes about a project designed to combine handheld learning devices, with electronic portfolios. Initial designs were drawn on a PDA, electronic portfolios were kept and made as the students worked, with the final project uploaded onto a central website where they were assessed by moderators. The PDA included features such as voice recorders, word, excel, mind-mapping software, paint software, a camera and a video recorder. 'The ability to share work between students is particularly valuable, says Ross: "There's a useful link called 'collaboration', which means that if I draw a design on my PDA, it can then be transfered to someone else's PDA. They can add their notes, and that can go on a cycle of three students, so on me e-portfolio, it will not only have my drawing, but the next window on the website will have my peers' comments on my design.' (p.2) Software was found to be too teacher reliant, students felt that work was slower than it needed to be because of this. The e-portfolio system used is called Managed Assessment Portfolio System (MAPS). Projects therefore can be marked from anywhere.

Rewarding risk

A huge problem, I believe, in schools is the lack of opportunity for risk taking that is appreciated even when it goes bad, which lets face it happens more often than not. For visual art this such a huge issue because to succeed creatively you really do need to understand in depth why everything you made yesterday, the day before, the day before that looks just plain awful in order for the good stuff to be made tomorrow or the day after or the day after that. AND that you can still have an inner confidence that the good stuff is just around the corner despite the truth displayed by the evidence in front of you, behind you, all around you. Although there is all this writing and curriculum making about the importance of critical thinking, creative thinking, higher order thinking; Are teachers going to reward the risk taking and the inevitable failures that will occur as a result especially? In a Naplan year!!? I was speaking with a year five teacher yesterday after sitting in on his class for the day about the pressure surrounding a Naplan year. I asked because I observed frequent mentionings like: 'if you do this it will earn you two more points, if you do that it will earn only one.' Now he was referring to personification and simile. He argued that personification was more difficult and therefore will get them more marks. BUT what if the story you are writing doesn't require personification? Now I'm not a writer so maybe this is a silly question-maybe all the writers out there are screaming at the screen right now, Yes you can, Yes you can. BUT AGAIN, if i were painting a particular subject in a particular style I know I cannot incorporate all aspects of realism and expressionism in all pictures all the time-so what am I saying- It is this the right tools for the job does not just apply to us as teachers when where thinking about ICt in lessons for instance it applies to everything including whether or not a story requires personification or a simile. I worry often that assessment interferes in the process and outcome of a creative piece and that only the super brave who are prepared to risk a poorer mark will produce - eventually- the better product.