ASSESSMENT

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ASSESSMENT EVALUATION
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DISCOURAGEMENT

• Discouragement is anything we say or do that
  lowers students self-worth
• Dont point out everything a child is doing wrong
  in the hope they will correct it

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DISCOURAGEMENT

• Students will eventually learn many things by
  modelling
• Excessive criticism lowers self-esteem and makes
  improvement difficult
• Your encouraging statements should greatly
  outnumber your criticisms. Monitor them.

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ASSESSMENT EVALUATION

• ASSESSMENT
• The collection and analysis of data collected
  about your students performance.
• Provides feedback
• Required for improvement

• EVALUATION
• Application of value or judgement about student
  performance

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The primary purpose of assessment is to improve
student learning
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HOW DO CHILDREN DEMONSTRATE THEIR LEARNING?

• Sorting/ Classifying
• Measuring
• Questioning
• Reading
• Recording
• Building
• Estimating/ Counting
• Writing

• Talking
• Experimenting
• Retelling
• Participating
• Describing
• Interacting
• Responding (through movement music)
• Creating - drawing, painting, printmaking,
  sculpture, collage, mixed-media, etc

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TYPES OF ASSESSMENT

• THERE ARE 3 GENERAL TYPES OF ASSESSMENT
• DIAGNOSTIC
• FORMATIVE
• SUMMATIVE

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DIAGNOSTIC ASSESSMENT

• Initial data collected on student needs and
  interests.
• Purpose is to determine students strengths and
  learning needs in order to plan and adjust
  instruction.
• It is assessment for learning.

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FORMATIVE ASSESSMENT

• The on-going collection of information used to
  monitor student performance.
• Provides a window into students learning process
  and progress.
• Encourages learning by providing students with
  specific feedback.
• Assists with programming decisions and
  appropriate accommodations.
• It is assessment for learning.

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SUMMATIVE ASSESSMENT

• Assessment of what the students have produced at
  the end of a unit, term or year.
• Provides feedback for reflection to judge the
  effectiveness of a unit.
• It is an assessment of learning.

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RECORDING DEVICES

• Are what teachers use to record and/or categorize
  observations.
• Include Anecdotal records
• Checklists
• Rating Scales
• Rubrics

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RECORDING DEVICES

• Anecdotal Records
• A short narrative describing student performance
  and/or behaviour.
• Can provide rich portrait of individual student
  achievement

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RECORDING DEVICES

• Checklists
• A list of descriptors, skills, behaviours,
  processes, and/or attitudes that are checked off.
  
• Can include performance criteria that are used to
  assess student performance (written work, oral
  presentations, art and media works, and models).

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RECORDING DEVICES

• Rating Scale
• Assesses performance on a several-point range
  from low to high, from as few as 3 points to as
  many as 10 points.
• Based on a set of criteria that allows the
  teacher to judge the quality of a performance,
  product, attitude, and/or behaviour along a
  continuum.

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RECORDING DEVICES

• Rubrics
• A scoring scale that consists of a set of
  specific criteria and descriptions of the four
  levels of achievement for a particular task.

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ASSESSMENT STRATEGIES

• Strategies are the structures/means through which
  student knowledge and skills are assessed.
• Strategies provide different ways for students to
  demonstrate their learning. Students can
• Say
• Write
• Do.

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ASSESSMENT STRATEGIES

• Song
• Written test
• Poster
• Play
• Debate
• Demonstration
• Audio/ video tape
• Questionnaire

• Presentation/ skit
• Book review
• Diary
• Mind map
• Collage
• Mobile
• Report
• Interview etc.

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Some Assessment and Evaluation Strategies in Art

• Portfolios
• Computer portfolios
• Art diaries, logs and journals
• Artwork displays/exhibitions
• Sketches of ideas
• Sketchbooks for recording sketch details,
  thoughts, observation notes
• Visual journals/video and audio tapes

• Students demonstrations of skills and techniques
  using tools and materials
• Critiquing
• Portfolio conferences
• Integrated performances
• Teacher/student conferences
• Group discussions
• Teacher observations and checklists
• Self and peer-evaluation

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Quality Art Assessment and Evaluation is(Source
Beattie, D.K. (1997). Assessment in Art
Education. Worcester, MA Davis Publications,
Inc.)

• student-centred whenever possible (involve
  learners in the conception and creation process)
• supportive of student learning
• multi-layered (draws on many levels of knowledge
  and ways of knowing)
• continuous
• explicit
• collaborative effort when possible

• contextual and authentic (meets needs of the
  students)
• both formal and informal
• focuses on both products and processes
• provides opportunities for students to
  revise/make changes in products/processes, if
  possible
• concerned with equality and fairness

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SELECTING AN ASSESSMENT STRATEGY

• No one assessment strategy is necessarily better
  than another.
• Consider
• -what knowledge and skills are students
  expected to learn
• - purpose for the assessment
• Align purpose, expectations to be assessed and
  method of assessment

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SELECTING AN ASSESSMENT STRATEGY

• A combination of assessments, including
  performance, written, and oral strategies may be
  required in order to fully assess student
  achievement.

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MOST CONSISTENT/ MORE RECENT

• Grades should be based on students
  demonstrations of learning after multiple
  opportunities to learn and practice.
• Student work near the end of the course or unit
  may be better indicator of student achievement.

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KEY MESSAGES

• Assessment strategies should align with the
  purpose and the expectations to be assessed.
• Provide clear communications of how students will
  be assessed and evaluated.
• The Arts provide students with different ways to
  demonstrate their learning.