Abstract

This presentation reports on a higher education case study conducted through the Centre for Excellence in Performance Arts at De Montfort University (UK). The case study sought to develop and test an innovative self-assessment model that could increase students’ ability to engage in reflective learning and overcome the challenges that practice-based assessment outcomes can present for self-assessment in the creative arts. Such outcomes are both ephemeral and embodied, therefore representations of these outcomes are captured though film, dialogue and writing in order to provide evidence in support of the students’ self-assessment. However, these representations are unable to capture learners’ subjective experience and reflection in their entirety. Philosophical considerations of the visual and the verbal as representations of embodied experience raise additional areas for consideration in the development of reliable and valid methods to assess students’ reflective and practical abilities in the creative arts.