How can assessments be designed in a way thatauthentically show the layered evidence inherentin arts-based learning? Kristina Lamour Sansone Associate Professor, Design The Art Institute of Boston at Lesley University Lisa Donovan Divison Director, Creative Arts in Learning The School of Education at Lesley University NAEA 2011, Seattle
Documentation must become a central part of our work in education. So often, significantlearning goals are met when students are exploring ideas [through arts based inquiry suchas drawing, making videos, creating models, dramatizing stories and in other forms ofinvestigation)] but not fully realized because there is often too much data in a variety offorms to show the layers of learning happening “in the moment.” We must find ways tomake visible the power and nuance of this work in ways that can change what countsas appropriate tools for assessment.
Example 1:Mastway Elementary SchoolDavid McCormick’s 4th gradeLee, New Hampshire
The learning goal from David’s perspectiveThe objective for the whole thing — it’s very dry. The objectives for thewhole unit are understanding the history of the Lamprey River. If you eversee the Lamprey River, it’s about as wide as this classroom at its widest.It’s probably about this deep. But historically it had an impact in this area.It was traveled during colonial times. The work that’s led up to this is we’vetalked about food chains and habitats and changing environment andchanging where the animal lives and all that.So trying to get [students] to see — to understand not only the animal,but also the river and the habitat… that’s…the overall goal. But also,I’m trying to get them — we’re working a lot on their objectives in writingand descriptive writing. And…once we get going, we’ll be doing a lotof dialogue and how to write that.
In arts-integration thereis often a cumbersomestack of contact sheets,field notes interviewtranscripts, classroomdiscussion, and videodata.ALL show aspects ofthe learning going on.How do we select themost salient data,prioritize it and thendesign assessmentthat consider variousperspectives?
teacher transformationa teacher’s lifespan content area teacher before arts integration teacher after arts integration show examples of teaching processes, environment, risk-taking before and aftermirrored processes his own witnessing in students
Example 2:The Charles Sumner School3rd grade classroomRoslindale, Massachusetts
Example 3Monument Mountain High SchoolDance Integration
How can the design of documentation provide a feedback loop tool for thestudent and for the teacher? For the multiple skateholders?How can documentation serve to make visible all that has occurred in learning?This includes the planned objectives but also other interesting connectionsand discoveries.How can graphic design process help to steer the reading we want of thein-depth learning experience including where the learning goals are met?
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