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‘We kind of try to merge our own experience with the objectivity of the criteria’: The role of connoisseurship and tacit practice in undergraduate fine art assessment

Versions of this peer reviewed journal article have been delivered in a wide range of contexts, including, as a keynote paper at an HEA Creative Assessment Conference (A space for Assessment May 2010) and at a Scottish Assessment in Art and Design conference (Assessment in Practice March 2010). This research provided the scholarly underpinnings for a study of assessment in Belgian art schools and was delivered as a keynote at a conference that brought together art and design practitioners and leaders from across Belgium (LUCA: Conference on Art and Design Assessment, November 2012). The article has 114 downloads on Sheffield Hallam’s research site, 48 views on Academia and 6 citations. This study on creative assessment led to an invitation to sit on the national QAA Access Qualification Development Steering Group to input on creative assessment requirements.