Subject Learning and Assessment Review

To support the validation of my assessment rubric and strengthen consistency in assessment practices, I participated in a Subject Learning and Assessment Review (SLAR), engaging in collaborative comparative judgement alongside two other educators.

​

A significant discussion emerged around a student whose work was placed In Line with Expectations. While the student’s sketchbook demonstrated strong engagement, experimentation, and thoughtful idea development, the final outcome did not fully reflect the same depth of consideration or refinement. Through collaborative discussion, it was agreed that this disconnect between process and final realisation meant the work did not yet meet the criteria for a higher descriptor.

Drawing on Heidi Andrade’s approach to assessment, this process reinforced my understanding of assessment as a tool that supports reflection, metacognition, and student growth rather than simply measuring achievement. It highlighted the importance of developing rubric descriptors that acknowledge experimentation, thinking, and artistic development throughout the creative process, while also providing students with a clear understanding of successful realisation and progression within their work.