Assessment Part II & III
Part II
Thesis:
Enduring Understandings (EUs) are commonly referred to as “Big Ideas” or those ideas and processes that are central to a discipline and have lasting value beyond the classroom. Essential Questions (EQs) are related directly to Enduring Understandings. Essential Questions enable students to probe more deeply into the meaning and implications of the Enduring Understandings. They precipitate further learning and a generation of additional questions about the Enduring Understandings.
The standards include four Artistic Processes, with knowledge and skills linked to these processes. “The Artistic Processes are the cognitive and physical actions by which arts learning and making are realized”. Anchor Standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education in the arts. Performance Standards are the indictors, identifying characteristics, or “look-fors” that students’ work will exhibit and against which student achievement will be compared. The NCAA created assessment tools or examples of assessments known as Model Cornerstone Assessments (MCAs) to support art educators’ work in developing standards-based assessments for their programs and schools. MCAs encourage students to engage to apply the artistic processes: creating, presenting, responding, and connecting. As teachers we can use the MCA to formulate lesson plans because MCAs contain 7 components: (1) Title and Short Description of the Assessment; (2) Strategies for Embedding in Instruction; (3) Detailed Assessment Procedures; (4) Key Vocabulary, Knowledge, and Skills; (5) Strategies for Inclusion; (6) Differentiation Strategies; and (7) Resources and Scoring Devices.
Questions:
How does a student knowing the standards benefit them in the same or different ways that it benefits the instructor?
How can knowing the standards benefit the student to set new and/or more challenging goals for his or her artwork?
Incorporation:
As a teacher, before a project and/or while the learning goals are set, you can also inform the class of the specific standards that the teacher has set for the classroom and for the individuals in the classroom.
A teacher can show the class the large list of standards and the class can decided which standards are the most beneficial or important for them to follow as a class and as individuals. This will involve them in the deciding process, create discussion, and encourage them to work harder to achieve that standard.
Part III
For assessments to comprehensively and effectively measure students’ learning, art educators need to understand and apply a number of fundamental principles when measuring student achievement. These principles should guide, focus, and direct assessments of students’ knowledge, skills, and dispositions. They act to support instruction and the design of assessment programs in art education. These principles may be thought of as a framework for selecting and designing assessments and assessment programs. They also function as a model through which individual assessments and assessment programs can be evaluated.
Principle 1. Validity
Principle 2. Reliability
Principle 3. Fairness
Principle 4. Sustainability
Principle 5. Opportunity to learn
Principle 6. Comprehensiveness
Principle 7. Understandability
Principle 8. Diagnostic Capability
Principle 9. Variability
Principle 10. Accountability
These principles are extremely important because we will apply these in our teachings when planning lessons/units and while physically teaching a class. The principles are geared towards how you teach, the quality of lessons, and how students respond and react.
Questions:
Which principles are the most important for the teacher, the class and individuals to follow? Or is there no level of importance?
Incorporation:
At the beginning of the year the teacher and class will go over the principles together and make a written document that can hang in the room and is visible at all times.
Thesis:
Enduring Understandings (EUs) are commonly referred to as “Big Ideas” or those ideas and processes that are central to a discipline and have lasting value beyond the classroom. Essential Questions (EQs) are related directly to Enduring Understandings. Essential Questions enable students to probe more deeply into the meaning and implications of the Enduring Understandings. They precipitate further learning and a generation of additional questions about the Enduring Understandings.
The standards include four Artistic Processes, with knowledge and skills linked to these processes. “The Artistic Processes are the cognitive and physical actions by which arts learning and making are realized”. Anchor Standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education in the arts. Performance Standards are the indictors, identifying characteristics, or “look-fors” that students’ work will exhibit and against which student achievement will be compared. The NCAA created assessment tools or examples of assessments known as Model Cornerstone Assessments (MCAs) to support art educators’ work in developing standards-based assessments for their programs and schools. MCAs encourage students to engage to apply the artistic processes: creating, presenting, responding, and connecting. As teachers we can use the MCA to formulate lesson plans because MCAs contain 7 components: (1) Title and Short Description of the Assessment; (2) Strategies for Embedding in Instruction; (3) Detailed Assessment Procedures; (4) Key Vocabulary, Knowledge, and Skills; (5) Strategies for Inclusion; (6) Differentiation Strategies; and (7) Resources and Scoring Devices.
Questions:
How does a student knowing the standards benefit them in the same or different ways that it benefits the instructor?
How can knowing the standards benefit the student to set new and/or more challenging goals for his or her artwork?
Incorporation:
As a teacher, before a project and/or while the learning goals are set, you can also inform the class of the specific standards that the teacher has set for the classroom and for the individuals in the classroom.
A teacher can show the class the large list of standards and the class can decided which standards are the most beneficial or important for them to follow as a class and as individuals. This will involve them in the deciding process, create discussion, and encourage them to work harder to achieve that standard.
Part III
For assessments to comprehensively and effectively measure students’ learning, art educators need to understand and apply a number of fundamental principles when measuring student achievement. These principles should guide, focus, and direct assessments of students’ knowledge, skills, and dispositions. They act to support instruction and the design of assessment programs in art education. These principles may be thought of as a framework for selecting and designing assessments and assessment programs. They also function as a model through which individual assessments and assessment programs can be evaluated.
Principle 1. Validity
Principle 2. Reliability
Principle 3. Fairness
Principle 4. Sustainability
Principle 5. Opportunity to learn
Principle 6. Comprehensiveness
Principle 7. Understandability
Principle 8. Diagnostic Capability
Principle 9. Variability
Principle 10. Accountability
These principles are extremely important because we will apply these in our teachings when planning lessons/units and while physically teaching a class. The principles are geared towards how you teach, the quality of lessons, and how students respond and react.
Questions:
Which principles are the most important for the teacher, the class and individuals to follow? Or is there no level of importance?
Incorporation:
At the beginning of the year the teacher and class will go over the principles together and make a written document that can hang in the room and is visible at all times.
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