Assessment Introduction & Part I
Thesis:
As a general rule, art educators understand how the acts of taking chances and making mistakes (which sometimes occur during art production and inquiry tasks) can be important components of the learning process and lead to quality results. Art educators who are assessment literate—that is, highly proficient in assessment—know how to use assessments to guide teaching and student performances that include creating artworks, developing portfolios, experimenting with art media and processes, brainstorming ideas, and reflecting in journals.
Assessment is a measuring process. Assessment can be done through critique, discussion, or simply visualizing a student's work. The process of assessment allows us to judge and evaluate a student's work.
Pre: Having pre-assessment helps the teacher to formulate a proper lesson plan so they know what they do or do not need to include, you may also learn more about the subject matter or material from the students.
Alternative: There is quantitative and qualitative assessment.
Authentic: There are active processes of a discipline to show assessment.
Didactic: Assessment is in the process of teaching and encourages students to make new connections. You will see how they grow and extend their knowledge.
Formative: This is a structured assessment approach to learning and creating that includes giving feedback through out the project.
Summative: This is an assessment approach that involves being graded or assessed at the end of a project. This is usually seen as the final grade.
Dynamic: As a teacher you constantly keep checking in on the students. You will teach them one way to do something, then critique and assess them, then you teach them a new way and once again critique and asses. Repetitively teaching and assessing.
Relates to learning objectives. Be clear what your learning objectives are, but additionally be open to and value the unrelated learning that children encounter. What do we judge as the most valuable in a specific stage of their learning?
Artistic Processes: Creating, Presenting, Responding, and Connecting
Visual Arts Standards: Critical Thinking, Collaborative, Communication, and Creativity
A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on criteria.
Posed Questions:
How can you assess one individual's piece of artwork versus a piece of artwork made in collaboration by a group?
What prior knowledge do you need of the student, their medium/material choice(s), and the subject matter before you assess?
What are the positives and negatives of student-assessment or pier-assessment versus teacher-assessment?
How do you let students know that it is okay to experiment, make mistakes, and enjoy/embrace the learning experience instead of focusing on the end product?
Incorporating into the classroom:
Doing a miniature excercise on a certain material/medium is a way to pre-access a student's knowledge before you begin a bigger project.
Having a large group active discussion about a current event or important topic to pre-access a student's knowledge on the subject matter before you begin a bigger project.
When a student is assessing their own work they will be more experimentive in their art.
As a general rule, art educators understand how the acts of taking chances and making mistakes (which sometimes occur during art production and inquiry tasks) can be important components of the learning process and lead to quality results. Art educators who are assessment literate—that is, highly proficient in assessment—know how to use assessments to guide teaching and student performances that include creating artworks, developing portfolios, experimenting with art media and processes, brainstorming ideas, and reflecting in journals.
Assessment is a measuring process. Assessment can be done through critique, discussion, or simply visualizing a student's work. The process of assessment allows us to judge and evaluate a student's work.
Pre: Having pre-assessment helps the teacher to formulate a proper lesson plan so they know what they do or do not need to include, you may also learn more about the subject matter or material from the students.
Alternative: There is quantitative and qualitative assessment.
Authentic: There are active processes of a discipline to show assessment.
Didactic: Assessment is in the process of teaching and encourages students to make new connections. You will see how they grow and extend their knowledge.
Formative: This is a structured assessment approach to learning and creating that includes giving feedback through out the project.
Summative: This is an assessment approach that involves being graded or assessed at the end of a project. This is usually seen as the final grade.
Dynamic: As a teacher you constantly keep checking in on the students. You will teach them one way to do something, then critique and assess them, then you teach them a new way and once again critique and asses. Repetitively teaching and assessing.
Relates to learning objectives. Be clear what your learning objectives are, but additionally be open to and value the unrelated learning that children encounter. What do we judge as the most valuable in a specific stage of their learning?
Artistic Processes: Creating, Presenting, Responding, and Connecting
Visual Arts Standards: Critical Thinking, Collaborative, Communication, and Creativity
A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on criteria.
Posed Questions:
How can you assess one individual's piece of artwork versus a piece of artwork made in collaboration by a group?
What prior knowledge do you need of the student, their medium/material choice(s), and the subject matter before you assess?
What are the positives and negatives of student-assessment or pier-assessment versus teacher-assessment?
How do you let students know that it is okay to experiment, make mistakes, and enjoy/embrace the learning experience instead of focusing on the end product?
Incorporating into the classroom:
Doing a miniature excercise on a certain material/medium is a way to pre-access a student's knowledge before you begin a bigger project.
Having a large group active discussion about a current event or important topic to pre-access a student's knowledge on the subject matter before you begin a bigger project.
When a student is assessing their own work they will be more experimentive in their art.
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