Continuous Assessment in the Master’s Programme
Contextualisation and weighting table for continuous assessment within the master’s programme:
| Type of assessable activity | Indicative weighting | Description / Educational purpose | Possible evidence |
| Practical activities in classrooms, workshops or laboratories | 20–30 % | Development of applied competences, artistic experimentation and creative processes linked to visual education. | Workbooks, photographic records, workshop diaries, individual or group exercises. |
| Projects carried out in educational centres / NGOs / museums | 20–30 % | Real application in professional contexts. Social and educational relevance is prioritised, especially in contexts of exclusion. | Project reports, internship reports, audiovisual material, external assessment rubrics. |
| Theoretical–practical essays or reflections | 10–20 % | Critical articulation between theory and practice; development of the student’s own academic and artistic discourse. | Short essays, visual analyses, bibliographic reviews. |
| Oral presentations and defence of partial assignments | 10–15 % | Assessment of visual and oral communication skills. Capacity for synthesis and argumentation of the creative process. | Public presentations, in-class presentations, posters or digital materials. |
| Visual portfolio / artist’s notebook / a/r/tographic journal | 15–25 % | Monitoring of the student’s creative and research process; metacognitive reflection and connection with educational practice. | Digital or physical portfolio, visual journal, research cartographies. |
| Active participation and commitment in seminars and subgroups | 5–10 % | Personal engagement, collaboration and participation within a learning community. | Attendance records, self-assessment, teacher observation. |