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Arts Assessment & Reporting (In Summary (Planning should cover the…
Arts Assessment & Reporting
Formatitive
Focus is on students’ experimentation and personal learning journey
, formative assessment should predominate.
Aspects of projects will be ephemeral – children exploring dance movements – keep notes during the course of a project. Prepared recording sheets with names and a tick-box system enable T to do this quickly and efficiently.
Video or sound recordings effective tools – not only for assessment but also for review and reflection activities.
Children reflecting on own work - T engaging with sts to provide feedback
5R Reflective Writing Scale (Reporting, Responding, Relating, Reasoning) - oral review sessions (PP WK 5, slide 11)
Summatitive
should be undertaken as required to meet your professional reporting obligations.
Criteria-based learning and assessment
Set of criteria to determine the quality of learning - specific to the objectives of the learning experience/ unit of inquiry – devised to address requirements The Arts cur.
should be educationally rigorous and focused on the understanding and skills you intend children to develop from the learning experience.
For each criterion, able to distinguish what features a good performance would have, what features a satisfactory one would have and what features an inadequate one would have.
Seek evidence of authentic art behaviours
Indicators of Learning
Assessment rubric listing each criterion or explanation of overall qualities you would expect at different levels of attainment, indicators being used to make judgements need to be relevant and related to the arts understanding and skills T intended sts to gain from learning experience.
Example: making an assessment about a creative dance task based on using five different movements.
Consider whether five different movements were used (jumping, skipping, stretching ...) and assess the degree to which they incorporate different directions, levels and body parts (elements of dance). Are they predictable? Are they unusual? Does the dance use the space well? Does the use of timing create a visual dynamic? Do the children work effectively as a group to create the dance or are they all doing their own thing?
What evidence will you use to make determination about the standard of the learning?
teacher's learning objectives
info and lng support (teaching) provided
students' task
Understanding Intentions
For example, ‘We were trying to do a dance where everyone was doing a different thing at the same time rather than all doing the same thing.’ If this was the group’s intention, you do not want to mark them down for not working in unison if this wasn’t specified. Instead, you applaud the initiative and assess how well the dance worked with everyone doing a different thing.
On-balance judgement
Assess students’ responses to the criteria by balancing the degree of ambition (trying something different or very challenging), effort and ingenuity against the quality of the end result.
Intentions (context):
Give credit to the group's ingenuity and efforts to challenge themselves. Consider that by not working in unison the children avoided the challenge of matching each other’s movements, but then they had the challenge of remembering their own routine without the help of the others. Did they still make a dance that was coherent? After all, they were supposed to be working as a group.
Acknowledging sts learning process
If T constantly focuses on the success of the end product, children will gravitate towards taking the reliable and safe option.
If T planned a project that provides opportunities for sts to
imaginatively develop ideas or solve problems
learn and practise skills with arts materials
concepts and processes; express themselves and present their creations
reflect on their learning
learn more about the arts as part of culture
Then T has
framework for assessment that is broad-based and not focused entirely on the end product.
(text)
Examples
Activity involving visual brainstorming of different animal body parts by making drawings of them, then creating three different imaginary critters by using different combinations of body parts, before choosing one and colouring it in using crayons and three different shading techniques.
T able to make a positive assessment of a child’s creative thinking capacity (evidenced by the number and variety of different body parts recalled and then combined in ways that bring together elements from across the species to create the imaginary critters), even if the final colouring-in is done poorly.
Critters Rubric Example
Excellent level of achievement in terms of their visual arts skills
clear outlining: use of chalk (design elements)
thick chalk outline to create an effect (greater skills than just the basics)
long continous streaks
produces high quality art sample - technical elements - thick chalk lines, thick use of oil pastel colour
used a variety of body parts
included an effective background
a unique response to the task (creativity)
In Summary
Planning should cover the facets of arts learning
and be reflected in the assessments you make.
Be clear
about what you are asking of children (learning outcomes or objectives).
clear objectives
simple and short
what are they having to do
Ensure
criteria for the project relate to authentic arts learning and behaviours
. Do your criteria measure worthwhile arts learning or something inconsequential?
Be clear about what will be evidence of different lvls of achievement.
Determine difference between levels of achievement
.
what will be indicators that distinguish a good, satisfactory or inadequate demonstration of learning?
Be sure you are looking for
evidence of authentic arts behaviours
. How will you know what the child was aiming to achieve or what thinking processes were used? Are they going through the creative process - explore, make, connect. create?
Review your teaching
and activity – failure to perform can be a reflection of than their ability to learn and respond.
Assess all facets of project
- sts engagement (contribution to a reflective discussion) rather than just the final work. Multi-faceted feedback process. Talk with students about their creation, share work with peers, constant open convo.
Make
on-balance judgement
s - balancing degree of ambition, ingenuity and effort against success of final result.
Remember that whether you ‘like’ the final effect is not relevant.