Contextual Background
Film and television production is a multidisciplinary field of study that offers routes such as cinematography, sound design, set design, producing, directing, post-production, digital effects, and many more. The students come from backgrounds with varying levels of knowledge and career objectives. Working with a generic learning outcome for this diverse group of people with varying expectations makes assessment and feedback quit tasking.
Evaluation
My current role as a specialist technician does not directly require that I do assessments; however, to support the students effectively, we use a mix of assessment methods, including feedback through project drafts and peer reviews. Summative assessments like projects assess the students overall understanding and skills. We also encourage self-assessment to help them reflect on their learning progress.
These methods engage students in their learning journey. Help them grasp the material better. However, challenges persist in providing helpful feedback for diverse student groups, with unique needs.
The ongoing challenge lies in finding the balance, between the aspects of creative work achievement and the objective assessment criteria.
Going Forward
Looking ahead I’ve drawn inspiration from approaches to improve learning and feedback in this field. Peer learning and joint projects can create a learning environment, enabling students to gain insights from each other’s perspectives and experiences. This does not only help in honing skills but also in developing essential soft skills like communication and teamwork, which are vital in the film and television sector.
Utilising technology driven tools such as virtual reality (VR) for pre-visualization or online platforms for collaborative editing can offer hands on practice in a controlled setting. By incorporating these tools, diverse learning styles can be accommodated, making complex concepts more understandable.
Moreover, incorporating industry project briefs and hosting guest lectures by professionals can bridge the gap between training and industry requirements. This exposure allows students to gain insights into their career paths and adds relevance to their learning journey.
Initial trials with these methods have shown outcomes. For example, collaborative projects have boosted student engagement. Nurtured a learning community. Nevertheless, addressing hurdles and ensuring access, to technology remain challenges that need attention.
Looking back on these moments, it’s evident that taking an approach to teaching, evaluation, and feedback is crucial to meeting the requirements of students in film and television production education. Regularly assessing the impact of these methods and being open to adjusting and integrating concepts are key to improving the journey and preparing students, for prosperous careers in the field.