ABSTRACT
This chapter explores the issues that relate to assessment in the arts and then focuses more specifically on issues that relate to assessing short film. It presents some different approaches to assessment in film learning and provides some suggested principles that can be applied to the assessment of learning in film. 'Trained subjectivity’ accepts that film teachers come with an understanding and experience of film from their lives as teachers, film audiences and filmmakers. Authentic assessment in film must align with film practice, so instead of an essay response about editing, an actual film-editing task is assessed. The overwhelming legacy of the assessment for learning movement has been the shift away from a narrowly based conception of assessment for learning to incorporating assessment as a learning rather than just a measurement tool. A focus on collaborative processes is hardly new, and for decades collaborative learning has largely been uncontroversial.
