Abstract

My paper charts the evolution of alternative, inclusive and authentic methods of assessment by the Cultural and Historical department in the London College of Fashion’s School of Media and Communication.

Initially outlining the introduction of an optional Visual Essay across the 2021/22 Academic Year, it then considers the new forms of written assessment tasks and teaching methods that emerged out of this process.

Drawing on the approaches of Rintoul (2016), Hoon (2018), Heng (2020) and Camfield (2025) it follows a process of identification, application and reflection. It identified an issue (low attainment), targeted a root cause (our assessment tasks), developed a response (an optional Visual Essay), then situated and considered the entire process whilst formulating avenues for current and future developments and modifications.

Session and activities

My paper will follow the guidelines of a 15 minute presentation, followed by a 10 minute discussion.

I will prepare questions to start this, which will relate to my paper but also speak to my key message:

Ways we can embed more inclusive forms of written assessment tasks via the challenges, processes and opportunities offered by the emergence of new technologies