ART ASSESSMENT AED 303 SECTION 002

MAIN IDEASJess RobinsonTyler Peirce

Lizzy Hoenigke

Effective assessment meets the needs of students,the specific art program, the classroom environment,and the community.

Main Idea 1

Quality classroom assessment examines both productsand processes, which means the object ofassessment can be either a product or aprocess or both.

Main Idea 2

Preconceptions significantly impact the learningprocess. They determine what will be understoodduring the course of an art lesson or program. 

Main Idea 3

VOCABULARY, ISSUES AND CONNECTIONS

"Not everything that matters can be measured, and not everything that is

measured matters." -Eisner

Alyssa MyerKimberly Cho

Madeline LargeLisa Marusco

Assessment: Method or process used for gathering information about people, programs, or objects for the purpose of evaluation.

Vocabulary

Formative Assessment: Refers to judgment made during the implementation of a program that is directed toward modifying, learning, or improving the program before it is completed.

Vocabulary

Summative Assessment: Evaluates a completed program, procedure, or product. 

Vocabulary

Criterion-Referencing: A type of score referencing system that compares a student's score on a performance to a whole repertoire of behaviors. 

Vocabulary

Seeing as how this reading is specifically for art educators, could one argue that the assessment guidelines described do not pertain to the regular elementary education classrooms? 

If not, why not? If they do relate, how could these assessment strategies be used in the regular education classrooms? In other words, are the assessment guidelines the same for art classrooms and regular classrooms?

Issues

How can we connect what we now know about assessment to our own teaching in an elementary classroom? 

Connections

ACTIVITY 1Rachael DeinerLauren JeffreyLizzie Crowley Maura Stewart

Create a Valentine! You must use at least two of the watercolor techniques we have learned in class previously. Some techniques are listed below: -Watercolor resist (using a white crayon/pastel) -Wet on wet -Glazing -Even wash -Dry brush

We will be walking around the classroom to see if you have mastered these watercolor processes.

Directions

ACTIVITY 2Brigid CraneTessa Croft

Alyssa ToursoJustine Hoster

Now that you have all composed your drawings, turn to your table and go around making critiques of one another's work giving feedback and thoughts of the paintings.  

Make sure this is constructive criticism and not hurtful insults.*

Then we will share with the class our thoughts and what everyone came up with.

Reflection: Do you think this is a good thing to use in the classroom and how do we need to be sensitive about our critiques?  

Directions

DISCUSSIONCaitlin NelsonApril Ramsey

Matthew NuñezEmily Salamon

1. Assessment is student-oriented and teacher-directed.

-At times, though, it should definitely be a collaboration of students and teachers ideas; the teacher should not appear as an authoritarian figure

- Student needs, interests, learning styles and strategies, and special considerations determine appropriate assessment strategies.

2. Assessment supports, rather than interferes with instruction and course objectives.

- Classroom assessment neither interrupts nor drives teaching. It should be neither cumbersome nor overwhelming for the teacher to manage.

Principles of Quality Art Assessment

3. Assessment is continuous and focused on providing ongoing information.

- Effective classroom assessment scrutinizes students' strengths and weaknesses. Specific problems and their underlying causes, and implies strategies for improvement, providing for the art educator feedback that reveals students' long-term progress toward a set of determined exit-

level standards. 4. Assessment is equal for all.

- Classroom assessments are crafted to ensure fairness for all students. Equity issues art educators need to address include assessment content versus students' learning experiences, racial or sexist content of assessment tools, special adaptations of assessments for non-English speaking and intellectually and physically-challenged students, assessment atmosphere and conditions that might influence outcomes, and proper interpretation of assessment scores

Continued…

What are some forms of assessment other than the standard test?

With all the different aspects of equity to consider, what do you think are tools or ways to ensure equal assessment?

Why is assessment important?

Discussion Questions